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AUTHOR Stecher, Brian M.; Klein, Stephen P. TITLE Performance Assessments in Science: Hands-On Tasks and Scoring Guides. INSTITUTION Rand Corp., Santa Monica, CA. Inst. on Education and Training. SPONS AGENCY National Science Foundation, Arlington, VA. REPORT NO ISBN-0-8330-2367-5 PUB DATE 96 CONTRACT MDR-9154406 NOTE 414p. AVAILABLE FROMRAND, P.O. Box 2138, 1700 Main Street, Santa Monica, CA 90407-2138. PUB TYPE Tests/Evaluation Instruments (160)
EDRS PRICE MF01/PC17 Plus Postage. DESCRIPTORS Chemical Reactions, Classification; Elementary Secondary Education; *Hands on Science; Heat; Mechanics (Physics); *Science Tests
ABSTRACT In 1992, RAND received a grant from the National Science Foundation to study the technical quality of performance assessments in science and to evaluate their fPasibility for use.in large-scale testing programs. The specific goals of the project were to assess the reliability and validity of hands-on science testing and to investigate the cost and practicality of these types of measures for large-scale assessment. The purpose of this monograph is to make the science tasks and scoring guides developed as part of the project available to other researchers and educational practitioners. This collection of measures is designed to provide researchers with a basic set of tasks they can build upon when studying student performance in science and investigating alternative approaches to science assessment. For this reason, information is reported about the conditions under which the tasks were administered and the reliability of the scoring guides (inter-reader correlations). The tasks should also be useful to practitioners in their discussions about measuring student performance in science, the types of activities that may be used in future state and national assessment systems, and the changes that need to take place in staff development. The document contains a complete description of each task used in the study, including the shell (or testing blueprint) from which the task was developed and copies or photos of the task booklet, the materials or apparatus that accompanied the task, the scoring guide, and the form used to record scores. The task topics studied include incline, force, friction, pendulum, lever, classification of animals, classification of materials, acids and basesvinegar, acids and bases--alien, radiation, rate of cooling, heat, temperature, rosion and pollution. Contains nine tables and nine references. (Author/MVL)
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U.S. DEPARTMENT OF EDUCA NON Othce or EducatenalRematch and Imgoovement EDUCATIONAL RESOURCES INFORMATION koCENTER (ERIC) Tffisdocumentha$been reproduced as received horn the person L.organization Performance Assessments iginating it 0Minor changes have been made to improve reproduchon Quality in Science 1,0mM s 01 ymyr Or Ors.nionS stated In this clot tr ment do not necessarily represent official OEM posnion or policy Hands-On Tasks and Scoring Guides
Edited by Br'an M. Stecher, Stephen P. Klein
Institute on Education and Training
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2 BEST COPY AVAILABLE The work described in this report was supported by the National Science Foun- dation under Grant MDR-9154406.
ISBN: 0-8330-2367-5
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3 Performance Assessments in Science Hands-On Tasks and Scoring Guides
Edited by Brian M. Stecher, Stephen P. Klein
Supported by the National Science Foundation
institute on Education and Training
-£ Preface
In 1992, RAND received a grant from the National Science Foundation to study the technical quality of performance assessments in science and to evaluate their feasibility for use in large-scale testing programs. The specific goals of the project were to assess the reliability and validity of hands-on science testing and to investigate the cost and practicality of these types of measures for large-scale assessment. RAND collaborated with researchers from the University of California, Santa Barbara; Stanford University; the Far West Laboratory; and the California State Department of Education to develop and admiaister several science exercises to students in elementary, middle, and high schools in 1993 and 1994. Findings regarding the development, quality, and feasibility of hands-on science assessments have been reported in a number of papers and journal articles (see References).
The purpose of this monograph is to make the science tasks and scoring guides developed as part of the project available to other researchers and educational practitioners. This collection of measures should provide researchers with a basic set of tasks they can build upon when studying student performance in science and investigating alternative approaches to science assessment. For this reason, we report information about the conditions under which the tasks were administered and the reliability of the scoring guides (inter-reader correlations). The tasks should also be useful to practitioners in their discussions about measuzing student performance in science, the types of activities that may be used in future state and national assessment systems, and the changes that need to take place in staff development.
This document contains a complete description of each task used in the study, including the shell (or testing blueprint) from which the task was developed and copies or photos of the task booklet, the materials or apparatus that accompanied the task, the scoring guide, and the form those who scored the tests used to record scores. We anticipate that this information will allow the interested reader to reproduce all the tasks used in the project.
rk.) Contents
Preface iii Figures vii Tables ix Acknowledgments xi
1.INTRODUCTION 1 2.lNCLINE 9 3.FRICTION 38 4. PENDULUM 61 5.LEVER 76 6.CLASSIFICATION OF ANIMALS 90 7.CLASSIFICATION OF MATERIALS 109 8.ACIDS AND BASESVINEGAR 141 9.ACIDS AND BASESALIEN 185 10. RADIATION 777 11. RATE OF COOLING 258 12. CLASGRADE 5 288 13. CLASGRADE 10 330 Appendix: STUDENT AND TEACHER SURVEYS 361 References 371 vii
Figures
1.Equipmentfor Incline 16 2.Equipmentfor Friction 39 3.Equipmentfor Pendulum 63 4.Equipmentfor Pendulum (Close Up) 64 5.Equipmentfor Lever 77 6.Equipmentfor Classification of Animals (Tuning Task) 92 7.Equipmentfor Classification of Animals 93 8.Equipmentfor Classification of Materials (Tuning Task) 110 9.Equipmentfor Classification of Materials 111 10.Equipmentfor Acids and BasesVinegar 145 11.Equipmentfor Acids and BasesAlien 186 12.Equipmentfor Radiation 227 13.Equipmentfor Rate of Cooling 259 14.Equipmentfor CLAS Grade 5Rocks 289 15.Equipmentfor CLAS Grade 5Roads 290 16.Equipmentfor CLAS Grade 5Critters 291 17.Equipmentfor CLAS Grade 10Animals 331 18.Equipmentfor CLAS Grade 10Hot Rocks 332 19.Equipmentfor CLAS Grade 10Erosion 333
Ii ix
Tables
1.Shells and Tasks 3 2.Administrative History 6 3.Inter-Reader Correlations by Task and Grade Level 7 4.Planning and Design Item Shell 10 5.Performance Item Shell 12 6.Analysis and Interpretation Item Shell 13 7.Application Item Shell 14 S.Performing and Interpreting Item Shell: Comparative Experiment 142 9.Application Item Shell: Comparative Experiment 144
8 xi
Acknowledgments
The following individuals contributed to the development of the tasks, materials, and scoring guides presented here. In effect, they are the authors of this report. From RAND: Stephen P. Klein, who was the principal investigator; Brian M. Stecher; Bryan Hallmark; Hilary Saner; Abby Robyn; Eric Hamilton; and Allen Ruby. From the University of California, Santa Barbara: Richard Shavelson, director; Guillermo Solano-Flores; Gail Baxter; and jasna Jovanovich. From Stanford University: Edward H. Haertel, director; Laura Hamilton; Carrie Jones; E. Michael Nussbaum; and Jerome M. Shaw. From the Far West Laboratory: Steven Schneider, director; Justine Reese; and Mary Pat O'Connell. From the California Learning Assessment System (CLAS): Kathleen Comfort, director; Paul Michaelson; Michael Trulson; Jody McCarthy; and members of the CLAS Science Assessment Advisory Committee and Science Assessment Development Teams.
In addition, we want to thank Robert Bell and Daniel McCaffrey, from RAND, for their contribution to the design of the scoring system, and Jim Chiesa, Gail Yeaple, and Judy Wood for help in producing this complex document. 1
1. Introduction
Recent reforms of science and mathematics curricula emphasize problem-solving and conceptual understanding rather than knowledge of facts and formulas. Many educators argue for a corresponding change in testing. Specifically, reformers believe that the reliance on multiple-choice tests, the traditional measures of achievement, should be replaced by use of alternative assessment methods, including hands-on science exercises and other performance-oriented assessments. These measurement strategies are intended to assess conceptual understanding and the ability to apply knowledge and skills to solve problems. Reformers hope that such tests will encourage the teaching of mathematical and scientific problem-solving and provide the tools needed to assess student and school progress toward achieving the goals of the new curricula. However, little is known about the reliability and validity of hands-on assessments for these purposes or how they compare with multiple-choice tests, whose strengths and weaknesses have been well documented over the years.
RAND collaborated with several organizations to examine these questions about hands-on assessments. The project explored the cost, technical quality, 'feasibility, and acceptability of alternative assessments from the domain of science. Our initial results suggest that hands-on tasks can be developed efficiently and scored reliably (Haertel et al., 1995; Solano-Flores and Shavelson, 1994; Saner et al., 1994b). Furthermore, students and teachers enjoy this type of assessment (Hamilton, 1994a). However, the costs of equipment and scoring are many times higher than multiple choice tests and may be prohibitive for some jurisdictions (Stecher, 1995). We are just beginning to explore the interpretation of student scores with respect to broader content domains. Early investigations reveal that student performance on a task can be affected by subtle nuances in presentation and format (Hamilton, 1994b). Additional findings regarding the comparability of performance within and between shells (testing blueprints) and the interpretation of student scores on multiple tasks will be reported in the near future.
A significant portion of our energy was devoted to developing new hands-on activities to measure science ability and administering them to students under controlled conditions. We began with testing blueprints, called "shells," from which we derived specific tasks. All of the tasks required some manipulation of equipment or materials as part of the solution. Students received task booklets
ti 2 and a kit of materials. The booklets explained the use of the materials and presented a problem situation for the students. Each problem contained a series of specific questions that the students answered by writing directly in the task booklets. Scoring guides were developed at the same time as the tasks, and experienced science teachers (whom we will call "readers") were trained to read student responses and assign points. These scores formed the basis for the analyses of task quality, which will be reported elsewhere.
Here, we document the tasks designed by the project and all the materials used in the experiments. These materials include the task design shells, the task booklets, the equipment, the scoring guides, and the reader recording forms.
Design Shells and Tasks
One of the challenges that must be addressed by developers of performance tasks (particularly tasks that will be used in large-scale testing programs) is the need to produce multiple versions of an activity that are as similar as possible. Our approach to doing this was to generate multiple tasks from a common blueprint or "shell." The shells described critical features of each task, such as its structure, the types of variables involved, and the cognitive and procedural demands placed on students. One of th goals of the project was to compare student performance on similar tasks (derived from the same shell) and dissimilar tasks (derived from different shells) to determine the degree to which this approach produced exercises that had the characteristics of parallel tests. Most of the tasks used in this project were produced in pairs from such detailed task descriptions.
Table 1 lists the shells and associated tasks described in this report. In most cases, the same team developed the sheli and both tasks. However the Acids and Bases shell was produced jointly by the University of California, Santa Barbara (UCSB) and Stanford University/Far West Laboratory. Three versions of the Acid and Bases shell were developed by varying the level of inquiry and structure. The "text" version did not have a hands-on component, the "recipe" version led students through hands-on performance in small steps, and the "discovery" version asked students to design and conduct an experiment with few procedural cues. Working independently, the UCSB and Stanford/Far West teams each developed tasks corresponding to the text, recipe, and discovery versions of the Acids and Bases shell. In future analyses, we will examine the effects of taking a task at one level of inquiry (e.g., recipe) on performance on a subsequent task at another level of inquiry (e.g., discovery). The project also administered tasks that were developed by the California State Department of Education through its California Learning Assessment System (CLAS) program.
1.1 3
Table 1 Shells and Tasks
Target Shell Tasks Developer Grade Level Force and Motion Incline and friction UCSB 5
Inference Pendulum and lever RAND 6
Classification Animals and materials RAND 6
Acids and Bases Alien and vinegar UCSB and Stanford/ 8 (text version) Far West
Acids and Bases Alien and vinegar UCSB and Stanford/ 8 (recipe version) Far West
Acids and Bases Alien and vinegar UCSB and Stanford/ 8 (discovery version) Far West
Heat and Energy Radiation and rate of Stanford and Far 9 cooling West
None Rocks, roads and critters CLAS 5
None Animals, hot rocks, and CLAS 10 erosion
The task development teams agreed on the essential elements of a shell and on a common view of the process of learning a.,^cl doing science, one that was consistent with the California State Framework for Science. This common perspective is apparent in the Force and Motion shell for the incline and friction tasks. This shell highlights four elements of scientific experimentationplanning and design, performance, analysis and interpretation, and application. (This shell also permits variations in the level of inference demanded of students.) Although the Inference shell for lever and pendulum is more terse, it places very similar demands on students in terms of design, performance, analysis, and application. The same is true for the Heat and Energy shell, which generated the radiation and rate of cooling tasks. These underlying similarities may be less obvious because the shells differ in presentation; the formats for the shells include prose descriptions, tabular representations, and mapping seritences. In the future, we plan to produce a report that discusses the different approaches to shell development and presentation.
In designing shells and constructing tasks, we did not attempt s.o sample from the domain of science in any systematic manner. That was not the focus of this 4 project. Teams chose the science content areas and objectives on the basis of interest, experience, and convenience.
Brief Descriptions
The complete shells and tasks will be found in the following sections. Here is a brief overview to illustrate the range and scope of the activities.
Force and. Motion
In the incline task, students explore the relationship between the force required to pull a truck up a ramp and the steepness of the ramp. In the friction task, they examine the relationship between the force needed to pull a block across a surface and the texture of the surface. Students have 50 minutes to complete each task.
Inference
In the pendulum task, students explore the relationship between the length of a pendulum, the weight of the suspended object, and the periodicity of the pendulum. In the lever task, students examine the relationship between the length of a lever, the position of the fulcrum, and the lifting ability of the lever. Students.are given 25 minutes to complete each task.
Classification
Students learn about two-way cross-classifications in which each dimension has two levels (e.g., gender: male and female; posture: sitting and standing). In the animals task, they are given a set of animals, and they must create a two-way classification system so that each animal fits in only one cell and each cell has at least one animal in it. The materials task is the same, except the objects to be classified are natural materivls. Each task requires 25 minutes.
Acids and Bases
There are three versions of the Acids and Bases shell. The discovery version provides basic information about acids and bases, introduces a problem and asks students to design and carry out their own experiment to solve it. The recipe version provides the same general instructions and problem situation, but it provides specific procedures the students follow to solve the problem. The text
13 5 version is set up in the same mariner as the recipe, except students only read about the results of the experimentthey do not conduct it.
In the alien task, students use pH paper to determine whether the blood of an ill alien is too acidic or too basic and to decide which of three solutions is the best antidote for the alien's disease. In the vinegar task, students use universal indicator solution to determine which of two acids is stronger and how much of a base is needed to neutralize one of the acids. They apply this knowledge to a question involving vinegar. Students have 50 minutes to complete each task.
Heat and Energy
This activity lasts fa ir class periods (50 minutes each), including a period in which each studen: works in a group to become familiar with the equipment, a period for designing an experiment individually, a period for collecting data as a group activity, and a period for individual analysis of a common set of data. The tasks are administered over four consecutive days. In the radiation task, students explore the relationship between color and heat absorption. In the rate of cooling task, students examine the insulating properties of different fabrics.
CLAS Fifth Grade
In the rocks task, students use tools to investigate the properties of three rocks to determine which would be the best material for building outdoor tables and benches. In the roads task, students compare the force required to pull a truck across smooth and gravel roads. In the critters task, students sort and classify plastic organisms into categories and present rationales for their classification. All three tasks in combination require about 50 minutes.
CLAS Tenth Grade
In the animals task, students measure the pH of three water samples and compare this information with a chart showing the ideal pH for various animals. In the hot rocks task, students conduct an experiment to determine whether a given mass of water holds more heat than a given mass of rock. In the erosion task, students compare the eroding effects of neutral and acidic solutions on limestone. Students have about 50 minutes to complete the set of three tasks. 6
Task Administration
These hands-on performance tasks and other measures were administered in various combinations to samples of 5th, 6th, 8th, and 9th graders in California during 1993 and 1994. One of the goals of the project was to investigate the feasibility of using hands-on measures in large-scale testing programs, so we reproduced the tasks in large numbers and administered them in multiple schools and classrooms. Table 2 summarizes the administrative history of each of the tasks used in this project.
All the hands-on tasks were administered by project staff under controlled conditions. Portable partitions were used so students could not observe or otherwise interact with one another during the test sessions unless working in a group portion of the testing. Testing often occurred in the cafeteria or other large room at the school so that each student had enough space to work with a task's equipment and materials. Some hands-on tasks required an eitiire 50-minute class period, while others were allocated one-half or one-third of a period. The radiation and rate of cooling tasks req-,;:_zd four class periods. Because of budgetary and logistical considerations, the shorter tasks were administered simultaneously within a classroom; i.e., some students performed one task, while others performed a different task until time was calledat which point, students rotated to a different work station for the next task.
Scoring Guides
The tasks were designed to elicit written responses from students at multiple point as they conducted their investigations. The desired responses were
Table 2 Administrative History
Administered to Total Number Task Grade In of Students Incline 5 1993 1,100 Friction 5 1993 1,100 Pendulum 6 1993 1,100 Lever 6, 8 1993-94 2,400 Classification of animals 6 1993 1,100 Classification of materials 6, 8 1993-94 2,400 Acids and Bases (alien) 8 1994 1,300 Acids and Bases (vinegar) 8 1994 1,300 Radiation 9 1993 450 Rate vf cooling 9 1993 450 CLAS (rocks, roads, and critters) 5, 6 1993 1,100 CLAS (animals, hot rocks, and er,ion) 9 1993 450 7 specified during the task development process, and they were incorporated into scoring guides that specified the number of points to be awarded for each response. During the p:"...)t phase, both the tasks and the scoring guides were refined. Additional revisions to the scoring guides were made during the final scoring process, based on unusual or unanticipated student responses; these are the versions presented here. (The scoring guide for classification of materials was changed to make it more efficient when the task was used for the second time in 1994, and both versions are included.) The CLAS science tests used a slightly different approach to scoring to make them consistent with the broader state testing program.
We were able to achieve a high degree of agreement between readers using these scoring guides (see Table 3). The mean correlation between two readers on a hands-on task ranged from .83 to .98. The median was .95. All of the non-CLAS tasks had inter-reader correlations of .92 or higher. The exceptionally high agreement probably stemmed from a combination of factors, including designing and testing the scoring rubrics in conjunction with task development, having several separately scored segments within each measure, the use of a detailed
Table 3 Inter-Reader Correlations by Task and Grade Level
Measure Grade 5 Grade 6 Grade 8 Grade 9 Incline .95 Friction .94 CLASRocks .95 .88 CLASRoads .86 .83 CLASCritters .85 .85 Pendulum .95 Lever .94 .95 Classification (tuning task) .97 .97 Classification of animals .93 Classification of materials .92 .95 Acids and Basesvinegar (discovery) .95 Acids and Basesvinegar (recipe) .95 Acids and Basesvinegar (text) .95 Acids and Basesalien (discovery) .93 Acids and Basesalien (recipe) .96 Acids and Basesalien (text) .98 Radiation .97 Rate of cooling .98 CLAS 10th Grade .87 NOTES: In grade 6, the same tuning module was used for both classification tasks. The tabled value corresponds to the first time the student took this module. In grades 8 and 9, tabled values for non-CLAS hands-on tasks indicate the correlation between the first and second readings of a student's answers (even though within a reading, the grader who scored one portion of a student's answer booklet was usually not the same individual who scored the other portion of that booklet because there were separate reader teams for each section). 8 semi-analytic scoring guide, reader selection and retention policies, and extensive reader training and supervision by project staff.
Presentation of Materials
The documentation for each task is organized as follows:
Introduction: a brief description of the key characteristics of the investigation in conceptual terms, as well as comments about the types of skills students were asked to demonstrate. Shell: the general blueprint from which specific tasks were developed. Equipment: a photograph of the equipment or apparatus accompanying each task booklet. (The Acids and Bases shell task descriptions also include tables of solution concentrations.) Task booklet: the exact questions and instructions given to each student. Scoring guide: specific instructions for awarding points to student responses for each task. Rating sheets: forms for recording points awarded by raters.
The appendix contains survey forms used to gather "opportunity-to-learn" information from students and teachers. Two versions of the teacher questionnaire are included (1993 and 1994). The student survey was administered in 1994 only.
17 9
2. Incline
The incline task was designed by the University of California, Santa Barbara, and administered to fifth grade students in 1993. It is one of two tasks from the Force and Motion shell. The shell outlines a structure for producing tasks at three different levels of inquirylow, medium, and high; it has four components: planning and design, performance, analysis and interpretation, and application. The incline and friction tasks were derived from this shell using the medium level of inquiry. In the incline task, the students are introduced to the apparatus (a small truck pulled up an inclined plane by a string attached to a cup that can be filled with washers) and the independent variables (weight placed in the truck and slope of the incline). Students are asked to formulate a hypothesis about the relationship between the weight of the truck and the number of washers required to pull it. Then they are asked to design an experiment to test a hypothesis about the effect of the incline's slope on this relationship. Students perform the experiment. When students complete Part I, their booklets are collected and they are each given a new booklet for Part II. Part II contains a set of results from an experiment correctly designed to test the incline slope hypothesis. Students are asked to graph these data and draw conclusions. Finally, students are asked to apply the findings to a practical situation.
The components of the incline task will be found on the following pages:
Shell (Tables 4, 5, 6, and 7) 10 Equipment (Figure 1) 16 Incline Section I 17 Incline Section II 23 Scoring Guide I 28 Rater Answer Form I 30 Scoring Guide II 31 Rater Answer Form II 37 Table 4 STEP NO Planning and Design Item Shell LOW LEVEL OF INQUIRY MEDIUM HIGH I variablematerialincluderelevantProvide (A). equipment/independent 1 equipment/materialindependentincludeProvide 1 relevant variable independentincludeProvide(A, 2equipment relevant variables B) & 1 irrelevant independentincludeProvide(A, 2equipment relevant variables B) & 1 irrelevant 2 withLetIntroduce thestudents equipment. variable play around names. equipment.aroundLet(A). students with the play aroundLetindependentequipment. (C)students withif appropriate. the variableplay equipment.aroundLetindependent(C) students if with appropriate. the variableplay 3 State a hypothesis Providenames.Introduce a hypothesisvariable Providenames.Introduce a variableproblem Asknames.Introduce students variable to variableinvolving A. independent variableinvolving A. independent variableinvolving B. independent facts,Newthehypothesisformulate needknowledge data, for: aby problemor definingon or -AAnorpropertiesfacts verificationevents,explanation or ideas,orof objects of or ABy facts conditiongoal,stating:from ortheor ideas, resultingsolution. or STEP NO LOW Table 4continued LEVEL OF INQUIRY MEDIUM HIGH 4 Demonstrateto test the an hypothesis. experiment anAskthe experiment students hypothesis. toto designtest AskGeneralizevariableregarding formulatestudents B independent to: toaan hypothesis Transitionstep. to the next work,GuideElaborateexperience,inference, ortheir an orresearchor JustifyPredictInterpretbetweenOr existinga variables,information,relation data, or 5 Ask students to write the Ask students to write OrTransitionquestion.Use open-ended to next Provide a hypothesis ENDthesequence experiment, of actions of ENDofthe the sequence experiment. of actions variableProvidestep.involving aA. hypothesis independent theanAskvariableinvolving experimenthypothesis.students A. independent toto designtest 87 anAskthe experiment students hypothesis. toto designtest ofAskthe the students sequence experiment. to of write actions 9 ofAskENDthe the students sequenceexperiment. to of write actions END 21. BEST COPY AVAILABLE Table 5 STEP NO LOWPerformance Item Shell LEVEL OF INQUIRY MEDIUM HIGH 1 variablerelevanthypothesisPose a problem (A).independent involving or a 1 variablerelevanthypothesisPose a problem (A).independent involving or a 1 variablerelevanthypothesisPose a problem (A).independent involving or a 1 andrelevanthypothesisPoseindependent 1 airrelevant problem variable involving variable or (A)a 1 2 measurements.manipulationsDo and explain and variableincludeProvide names, A. independentequipment Introduce variableincludeProvide names. A. independentequipment Introduce variableindependentincludeProvide(B) A independent equipmentand variable B. if appropriate. 3 Ask students to watch. manipulationsTell the students should which be Asksolve the thestudents problem to or Asksolvenames.Introduce the thestudents problemvariable to or measurements,manipulations,Ask students toand report solveAskshoulddonetest the and thethebe students how done.problemhypothesis. they toor Askmeasurements,reporttest the the studentsmanipulations, hypothesis, and to measurementreportAsktest thethe manipulations, studentshypothesis. and to 5 doesInterpretationIftable/chart.results. Analysis pot follow, & item ask shell Provide measurements,reportAsk the manipulations, students and to shelltable/chart.results.InterpretationIf Analysis does pot & follow, item Provide shellIfresults.Interpretation Analysis does pot & follow, item 6 ENDresults.students to interpret InterpretationIftable/chart.results. Analysis & item Provide askENDinterpret students results. to ENDaskinterpret students results. to _ ENDinterpretaskshell students does results. not to follow, 24 Analysis and Interpretation Item Shell LEVEL OFTable INQUIRY 6 STEP I a)relateda Describehypothesis to athe problemthat concept is or NO relatedora) aDescribe hypothesis to the a problemconcept that is LOW ora)related aDesc hypothesis ibe to athe problem thatconcept is MEDIUM ora)related aDescribe hypothesis to athe problem thatconcept is HIGH hypothesisb)previouslythat Describe problem assessed,in a termsstudyor ofon a hypochesis;:)previouslytht problem inassessed. termsor of Describe a study on b)previouslyhypothesisthat Describe problem assessed. ain studyor terms on of hypothesisthatb)previously Describe problem assessed.in a ortermsstudy ofon quantitativequalitativestudy.c)between Provide variables, or datarelation from that quantitativea thatc)betweenqualitative Provide study. variables, relz,tiondata or from thatc)betweenquantitativea qualitative Provide study. variables, data relationor- from c)betweenquantitativea that qualitativeProvide study. variables. data relation or from . tr.,,raph,ofProvide data relationship, diagram)(e.g.,an organized table, showing set showingtable,setProviderelationship. of graph,data thean organized(e.g., diagram) compute,collapse,transform,rearrange,Ask the students or oror to: compute,collapse,transform,rearrange,Ask the students oror or to: synthesizeindiagramlabeledthe order data tablegiventoset show in/to graphathethem / synthesizeshowthe/ graph datathe relationship. set/ diagram in a table to 3 Explain the relationship. relationshipdescribeAsk the studeltsthe in words, to drawAskrelationship.the the astudy conclusion students and the toabout drawAskthe the astudy conclusion students and the toabout 4 aAsk studyconclusion the andstudents the about to the draw drawAskthe the astudy conclusion students and the toabout ENDrelationship found. ENDrelationship found. 5 ENDrelationship found. ENDrelationship found. . Application Item Shell Table 7 otz STEP I meaningfulProvide a context.concrete, NO meaningfulProvide a context,concrete, LOW LEVEL OF INQUIRY meaningfulProvide a concrete, context, MEDIUM meaningfulProvide a concrete, context. HIGH scientificonesituzltions of which conceptor involves scenarios, ofCreate the two competing onescenarios,situations of which or involvesCreate two competing situationsonescenarios, of which or involvesCreate two competing onescenarios,situationsthe of scientific which or involves conceptCreate two competing description,science"interest,Provide problem either measurement, (e.g.,a "pure description,science"Provideofthe interest. scientific eitherproblem aconcept (e.g.,"pure description,ofthescience"Provide interest, scientific eitherproblem concept a (e.g.,"pure description,science"Provideof interest. eitherproblem a (e.g.,"pure problemdumps)waterpracticalclassification) pollution,ofwhose socialinterest solution ortrash (e.g.,a can problemclassification)measurement,practical(e.g., of social interestwater or or pollution,a measurement,practicalproblemclassification)(e.g., of interest watersocial orpollutiol, or a practicalproblemclassification)measurement,(e.g., of interest social water or or pollution,a partbetaughtknowledge accomplished or theon previouslythetotality sameby using domainof partaccomplishedsolutiontrash or dumps)the can totality by bewhose using of partaccomplishedsolutiontrash ordumps) thecan totalitybewhoseby using of partaccomplishedsolutiontrashknowledge ordumps) thecan previously totalitybewhoseby using of ofProvide science summary knowledge, of Provideknowled.e.domaintaughtknowledge ofonsummary sciencethepreviously same of domaintaughtknowledgeProvideknowledge. ofon summarypreviouslysciencethe same of knowledge.domaintaughtProvide onof summarythescience same of problemhypotheses/findingsassessments.hypothesesfrom previous at hand.and findings to Link assessments.hypotheseshypotheses/findingsfromroblem previous andat hand,findings to Link problemhypotheses/findingsassessments.hypothesesfrom previous at nand.and findings to Link hypothesesassessments.from previous and findings BEST COPY AVAILABLE Table 7-continued STEP 4 "pureIf problem science" chosen issue, is a NO "pureIf problem science" chosen issue, is a LOW LEVEL OF INQUIRY If"pure problem science" chosen issue, is a MEDIUM "pureIf problem science" chosen issue, iE a HIGH equipmentproceeddemonstration.then provide tofor next relevant step. If not, proceeddemonstration.equipmentthen provide to fornext relevant step. If not, proceeddemonstration.equipmentthen provide to fornext relevant step. If not, andproceeddemonstration.equipmentthen irrelevant provide to fornext relevant step. If not, 5 problem.Demonstratethe solution and to explain the parallelsproblem.Givefindingssolution hints betweenfromoffor the theprevious Make specific Ask2)problem,for1) theto the giveshowstudents: solution or thea product steps of the Askproblem, 2)for1)the to thestudents: showgive orsolution athe product steps of the atassessments hand, and problem advantagessolution,thatsolution,3) tolead identify orthem ofor theto the the solution,advantages3)that to leadidentify or themof the theto the AskLhe1) the tosolution showstudents: a ofproduct the for Ask1) for theto thestudents:show solution a product of the ENDalternative4) to suggest solutions. possible ENDalternative4) to suggest solutions. possible solution,lead2)problem,3) to to themgive identify oror tothe the steps the that that2)problem,3)solution, to to leadgive identify 01 them theor stepsto the the advantagesENDalternative4)solution, to suggest ofor solutions.the possible ENDalternative4)solution,advantages to suggest or ofsolutions. posc.Iblethe 23 BEST COPY AVAILABLE tk)',1 16
Figure I.Equipment for Incline
BEST COPYAVAILABLE 31 17
Task page 1
INCLINE PERYORMANCE ASSESSMENT SECTION I
Your Name: (Lak) (First)
Boy or Girl Date of Birth: (please circle) month day year
Today's Date: month day year
INSTRUCTIONS In this activity you will be working by yourself. Read each page carefully. Answer all the questions in the spaces provided.
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Task page 2
PART I: Planning and Design
Please take the equipment out of the bag in front of you. You should have the following things:
EQUIPMENT Inclined plane with ladder Truck with string and hook Bucket 4 Marbles-2 large -2 small 35 Metal washers
Set up the inclined plane and the ladder so that the inclined plane is at level 2. It should look like this:
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Task page 3
Put the truck on the inclined plane. Run the string underneath the rung of the ladder and over the pulley (spool) so that the hook hangs down over the inclined plane. Put the bucket on the hook. It should look like this:
Pulley
IMMEMMEN7 Practice pulling the truck up the inclined plane by putting washers in the bucket. The bucket should drop down to the table. The number of washers in the bucket is a measure of the amount of force needed to pull the truck up the inclined plane.
MORE WASHERS = MORE 71:DaCTI
Now let's think of how we would solve some problems using the inclined plane.
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Task page 4
Frank and Al are wondering if they need more force or less force to pull the truck up the inclined plane when they change the weight of the truck.
Suppose you add two large marbles to the truck. Will you have to put more washers, less washers, or the same number of washers in the bucket to pull the truck up the inclined plane?
How does the amount of force you use to pull the truck up the inclined plane change when:
the truck is heavier?
the truck is lighter?
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36 21
Task page 5 Now let's think about a different problem. FrankandAlhave different ideas about how much force they would need to pull the truck up the inclined plane when the inclined plane is at different levels of the ladder. Frankthinks that it takes more force to pull the truck up the inclined plane when the inclined plane is at a higher level than when it is at a lower level. BUT Althinks that the level of the inclined plane does not matter. He thinks that it takes the same amount of force to pull the truck up the inclined plane at any level. Can you think of anexperimentyou could do to test who is right? You can use the equipment in front of you to figure out how you could design an experiment. BELOW, write down the steps you would follow to do your experiment (If you need more space, you can write on the back of this page).
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Task page 6
PART II: Performance
Now let's see who is right. REMEMBER: Frank thinks that it takes more force to pull a truck up an inclined plane when the inclined plane is at a higher level than when it is at a lower level. BUT Al thinks that the level of the inclined plane does not matter. He thinks that it takes the same amount of force to pull the truck up the inclined plane at any level.
Use the equipment in front of you to test who is right, Frank or Al. Write down your results in the table below.
LEVEL FORCE (Level of Ladder) (Number of Washers)
PLEASE RAISE YOUR HAND FOR SECTION II OF THE TEST
37 23
Task page 1
RNCL INS PER:FORM ANCE ASSESSMENT SECTION II
Your Name: (Last) (First)
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Task page 2
PART III: Analysis and Interpretation
Frank and Al did an experiment to test their ideas about the inclined plane. This is what they did:
1. They set up the inclined plane at level 1 of the ladder. They set up the trucl. onthe inclined plane. 2. They added washers one by one to the bucket until the bucket fell down to the table. They wrote down the total number of washers it took to make the bucket drop down to the table. 3. They repeated steps 1 and 2 for each level of the ladder. They always returned the bucket to the top before putting the washers in.
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3,9 2 5
Frank and Al wrote down their results in the table below.
LEVEL FORCE (Level of Ladder) (Number of Washers)
L
LI 5
Use the information from the table to graph the findings from Frank's and Ai's experiment.
LEVEL (Level of Ladder)
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Task page 4
Look at Frank and Al's results. How did the amount of force needed to pull the truck up the inclined plane change when the level increased?
Remember: Frank thought that it would take more force to pull the truck up the inclined plane when it is at a higher level than a lower level. Al thought that the amount of force needed to pull the truck would be the same at any level. So who was right, Frank or Al?
How could you tell from the experiment who was right?
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4 1 27
Task page 5
PART IV: Application
Your town has to decide where it will dump its garbage. The Hill dump is 10 miles away, but the garbage trucks have to go up a steep mountain to get there. The Level dump is also 10 miles away, but there are no hills to climb to get there. The Hill dump charges $45 for each ton of garbage it receives. The Level dump charges $50 for each ton. Also, your town has to pay for the gasoline the trucks use to take the garbage to the dump (More gasoline = more force).
Which dump would cost the town more to use? Please circle your answer. a. Hill dump would cost more b. Level dump would cost more c. Both dumps would cost the same d. Cannot tell which dump would cost more Use what you le arned from Frank and Al's experiment to explain the reason for your answer: 28 Scoring Guide - Incline Plane Section I
Possible Page Item Points Scoring Criteria 1 pt for a statement such as: more washers in the bucket 4 1 1 more force more washers more or gives actual quantities that show the correct trend 1 pt for a statement such as: more washers used when truck is heavier 4 2 1 more washers more force more pull or gives actual quantities that show the correct trend 1 pt for a statement such as: less washers used when truck is lighter 4 3 1 less washers less force less pull or gives actual quantities that show correct trend
43 29
A: Response describes a design for the experiment, but does not show that the student actually carried out the experiment at this stage. B: Response indicates that the student actually performed 5 la 0 the experiment (and hence implicitly designed it). If it is not clear whether Option A or B is appropriate, use whichever option yields the highest score. The default is Option A. C: The response is blank, incomprehensible or the response only gives a conclusion. A: Response describes a design . Then score as follows: 1 pt: a reasonable part, oi step, of running the experiment is mentioned, not including counting washers or repeating the steps across levels. There should be some explicit statement which cues this, such as "set the plane on the ladder" or "pull string over pulley" 5 1 3 1 pt: says to count the number of washers on the hook. This may also be implicit, if the actual counts of washers are mentioned, or statemencs like "more than", "less than" and "in between" are used. 1 pt: mentions doing the same operations for at least two levels of the ladder. B: student actually performed the experiment . Then score as follows: 1 pt: something is said about the procedures used. 1 pt: the number of washers in the bucket are counted. 1 pt: repeats the operations for at least two levels. C: The response is blank, incomprehensible or only gives a conclusion. Zero points.
1 pt: Includes at least 2 levels of the ladder. 1 pt: Provides a number of washers for every level 6 1 3 of the ladder included. 1 pt: The number of washers increases as the level increases. Rater Name: Rater Answer Form - Incline Section I Date: July , 1993 8 Rater ID Number: Instructions: Circle the number of points awarded for each question. p4/Item 2 p4/Item 3 p5/Item 1 Starting Time: p6/Item 1 : AM/PM Student ID Number - 33- 33 p4/Item I 00 1 0 1 0 11 AA B C CC 0 1 2 3 4 00 1 2 33 - - 33 0 11 0 11 0 1 A B C 0 11 2 3 4 0 11 22 3 - 33 00 1 0 1 0 11 AA B CC 0 1 2 33 4 00 11 2 33 - 33 0 1 0 11 09 11 AA B CC 00 11 22 33 4 00 1 2 3 45 - 33- 33 0 11 0 1 00 1 A BB C 0 11 22 3 44 0 11 22 3 4 6 - 33- 33 00 11 00 1 0 1 AA B CC 0 1 2 33 44 0 11 22 33 - 33- 31 00 1 00 11 0 11 AA B CC 00 1 2 3 4 0 .1 1 2 3 31
Scoring Giilde - Incline Plane Section II Possible Page Item Points Scoring Criteria
1 pt: all the levels of the ladder are represented in order on the horizontal axis. 3 1 4 1 pt: an equal interval scale is given for the force axis (may be increasing or decreasing) 1 pt: all the values from the table are plotted (the type of graph does not matter) 1 pt: at least 4 values are represented correctly on the graph. 1 pt: force increased 4 5 1 more washers pull harder
4 6 1 1 pt: Frank was right
1 pt: force increased (more washers) as slope increased 4 7 1 answers are different and increasing
1 pt: recognizes that it takes more force (more gas) to go a hill than along the flat 5 1 4 1 pt: recognizes that the difference in charges at the two dumps may offset other costs 1 pt: recognition of additional factors 1 pt: a logical inference is made, either in writing or with reference to the circled answer above 32
Example 1 The following graph would receive a score of 2 points. Point for.... Points Received Horizontal Axis: 1 Vertical Axis: 0 (not clearly equal interval) Plotting all the points: 1 -- for this point and the last point a combined total of 1 point is given because of the 90 degree lines in the graph. Plotting the points correctly: See above point
Total Points 2
Frank and Al wrote down their results in the table below.
LEVEL FORCE (Level of Ladder) (Number of Washers) 3
3 r r 5 5 02 0
Use the information from the table to graph the findings from Frank's and Ars experiment.
LEVEL Le.vt,..1ofisks)(el a. r
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Example 2 The following graph would receive a score of 0 points. Point for.... Points Received Horizontal Axis: No graph, no points. (The chart merely is inverted and placed in the graph.)
Vertical Axis: Plotting all the points: Plotting the points correctly:
Total Points 0
Frank and Al wrote down their results in the tablebelow.
LEVEL FORCE (Level of Ladder) (Number of Washers)
t a 3 L. 15 5 ca 0
Use the information from the table to graph the findings from Frank's and sV Ars experiment.teustfee t.tvga ,..---. v..a 1 -.c1,1 8 ,,V 2. .5
NO.* Li 5
LEVEL (1_.e.ve.4ofisk.otelo.v* ) 34
Example 3 The following graph would receive a score of 4 points. Point for.... Points Received Horizontal Axis: 1 Vertical Axis: 1 (clearly equal interval) Plotting all the points: 1 While 90 degrees lines are in the graph, there is a clear line graph Plotting the points correctly: 1
Total Points 4
Frank and Al wrote down their results in the table below.
LEVEL FORCE (Level of Ladder) (Number of Washers) 3 a 3 la 4 5 5 o
Use the information from the table to graph the findings from Frank's and Al's experiment.
.> WIca-0 V /I. E .
ofla/A.1Q.
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Example 4 The following graph would receive a score of 4 points. Point for.... Points Received Horizontal Axis: 1 Vertical Axis: 1 (clearly equal interval) Plotting all the points: 1 -- While 90 degrees lines are in the graph, there is a clear bar graph Plotting the points correctly: 1
Total Points 4
Frank and Al wrote down their results in the table below.
LEVEL FORCE (Level of Ladder) (Number of Washers)
a
4 02 0
Use the information from the table to graph the findings from Frank'sand Al's experiment.
v.
LEVEL 1-.-e-vt.1of kkoto/o.t
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Example 5 The following graph would receive a score of 1 point. Point for.... Points Received Horizontal Axis: 1 Vertical Axis: 0 (clearly not equal interval) Plotting all the points: 0there is no plot of a "graph point," even though there is a connection of the values on the horizontal and vertical axis Plotting the points correctly: 0
Total Points 1
Frank and Al wrote down their results in the table below.
LEVEL FORCE (Level of Ladder) (Number of Washers) 3
r
Use the information from the table to graph the findings from Frank'sand Al's experiment.
LEVEL Le.vt4aiskikartr)
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52 Rater Answer Form - Incline Section II Rater IDName: Number: Starting Time: Date: July : AM/PM , 1993 IStudent ID Number Instructions: Circle the number of points awarded for each question. - 34 0 p3/Item 1 2 3 4 I p4/Item 0 1 ii p4/Item 0 1 21 p4atem 0 1 31 0 p5/Item 1 1 2 3 I - 34 0 1 22 3 4 0 1 0 1 0 1 0 1 2 33 - 34- 34 r 0 1 2 3 4 0 1 0 11 00 1 00 1 22 3 - 34 0 1 2 3 4 0 1 0 1 0 1 0 1 2 3 - 34- 34 0 1 2 3 4 0 11 00 11 0 1 0 11 22 3 - 34 00 11 22 33 44 00 1 0 1 0 1 0 1 2 33 - 34 0 1 2 3 44 0 11 00 11 0 1 0 11 22 3 53 - 34 0 11 22 33 4 0 1 0 1 0 11 00 1 2 33 38
3. Friction
The friction task was designed by UCSB and administered to fifth-grade students in 1993. The shell used for designing the task is identical to that for the incline task (see Section 2). It has four components: planning and design, performance, analysis and interpretation, and application. In the friction task, the students are introduced to the apparatus (a wooden block pulled across a board by a string attached to a number of washers) and the independent variables (block weight and board texture). Students are asked to formulate a hypothesis about the relationship between block weight and the number of washers required to pull it. Then they are asked to design an experiment to test a hypothesis about the effect of board texture on this relatk nship. Students perform the experiment. Next, the students are given a set of results from an experiment correctly designed to test the board texture hypothesis and are asked to graph them and draw conclusions. Finally, students are asked to apply the findings to a practical situation.
The components of the friction task will be found on the following pages:
Shell (Tables 4-7) 10 Equipment (Figure 2) 39 Friction Section I 40 Friction Section II 46 Scoring Guide I 51 Rater Answer Form I 53 Scoring Guide II 54 Rater Answer Form II 60
(Note: As an aid in scoring the friction task, raters were given the examples from the incline task, which is scored analogously.)
5 BESTFigure 2Equipment COPY AVAILABLE for Friction i 40
Task page 1
PRICTRON PEIRPORMANCE ASSESSMENT SECTION I
Your Name- (Last) (First)
Boy or Girl Date of Birth: (please circle) month day year
Today's Date: month day year
INSTRUCTIONS In this activity you will be working by yourself.Read each page carefully. Answer all the questions in the spaces provided.
GO TO NEXT PAGE
5 8 41
Task page 2 PART I: Planning and Design Please take the equipment out of the bag in front of you. You should have the following things.
EQUIPMENT
2 wooden blocks with hooks String with hook 1 plain wood board with eye hook 1 felt covered board with eye hook 1 sandpaper covered board with eye hook 35 Metal washers
Put the plain wood board on the table so that the end of the board with the eye hook hangs over the table. It should look like this:
Board
Eye Hook
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Task page 3 Now put one of the blocks with the "B"side down on the board. Place it behind the red starting line. Take the stringwith the big metal hook and pull it through the small eye hook. Now loop thestring on to the hook on the block. It should look like this:
String 11P7Block
Hook
Notice that the blocks are different weightsand the boards have different surface textures.
Practice pulling one of the blocks along theboard by putting washers on the hook. The back end of theblock should cross the startingline. The number of washers on the hook is a measureof the amount of force needed to pull the blocks.
MORE WASHERS = MORE TIMM
Now let's think of how you would solve someproblems using the blocks and boards.
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Go 43
Task page 4 Maria and Sue want to know if they will need different amountsof force to pull blocks of different weights along the plain wood board.
Suppose it takes 4 washers to pull the lighter block.Will you have to put more washers, less washers, or the same number of washers onthe hook to pull the heavier block?
How does the amount of force you use to pull the block changewhen: the block is heavier?
the block is lighter?
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G 44
Task page 5 Now let's think about a different problem. Let's only use the largeblock.
Maria and Sue have different ideas about how much force they need to pull a block along 3 boards. Maria thinks that the amount of force needed to pull the block depends on the surface texture of the board. The rougher the surface, the more force she will need to pull the block. BUT Sue thinks that the surface texture does not matter. She thinks that the amount of force needed to pull the block will be the same for each board.
Can you think of an experiment you could do to test who is right? You can use the equipment in front of you to figure out how you could design an experiment. BELOW, write down the steps you would follow to do your experiment. (If you need more space, you can write on the back of this page).
GO TO NEXT PAGE
62 45
Task page 6 PART II: Performance
Now let's see who is right. REMEMBER:
Maria thinks that the amount of force needed to pull theblock depends on the surface texture of the board. The rougher the surface, the moreforce she will need to pull the block. BUT Sue thinks that the surface texture does not matter.She thinks that the amount of force needed to pull the block will be the samefor each board.
Use the equipment in front of you to test if who is right,Maria or Sue. Write down your results in the table below.
SURFACE TETFURE FORCE (Board) (Number of Washers)
PLEASE RAISE YOUR HAND FOR SECTION II OF THE TEST
6 3 46
Task page 1
FRICTION PERFORMANCE ASSESSMENT SECTION II
Your Name: (Last) (First)
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Task page 2
PART III: Analysis and Interpretation
Maria and Sue did an experiment to test their ideas about surface texture. This is what they did: 1. They put the block on the plain wood board behind thestarting line so that the hook on the string hung over the table. 2. They added washers to the hook one by one until the back end of the block moved past the starting line. They wrotedown the total number of washers it took to move the back end of the block past the starting line. 3. They repeated steps 1 and 2 with the other boards.
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Task page 3
Maria and Sue wrote down their results in thetable below.
SURFACE TEXTURE FORCE (Board) ' (Number of Washers)
I 3 a 4 3 ta- t 5 i+ 02 0 5
Use the information from the table to graph thefindings from Maria's and Sue's experiment.
SURFACE TEXTURE (Board)
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Task page 4 Look at Maria and Sue's results. How did the amount offorce needed to pull the block change when the surface texture got rougher?
Remember: Maria thought that the amount of forceneeded to pull the block along a board depends upon the surface textureof the board. But Sue thought that the surface texture wouldn't matter. So who was right, Maria or Sue
How could you tell from the experiment who wasright?
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Task page 5 PART IV: Application
Some students at your school make wooden toys. They sell the toys to raise money for a local charity. Terry's job is to rub each toy 100 times with a piece of sandpaper. Next, to make the toy even smoother, Jody rubs it 115 times with a softcloth. Terry and Jody each do 20 toys per day.
Which of the following statements is most true about who worksharder in rubbing the toys (working harder = more effort)? Please circle your answer. a. Terry works harder thanJody b. Jody works harder than Terry c. Terry works as hard asJody d. Cannot tell who works harder
Use what you learned from Maria and Sue's experiment to explain the reason for your answer:
68 51
Scoring Guide - Friction
Section I
Possible Page Item Points Scoring Criteria 1 pt for a statement such as: more washers on the hook 4 1 1 more washers more force more or gives actual quantities that show the heavier block needs more washers 1 pt for a statement such as: more washers used when block is heavier 4 2 1 pull harder more weight more force or gives actual quantities that show the heavier block needs more washers 1 pt for a statement such as: less washers used when block is lighter 4 3 1 less force less weight or gives actual quantities that show the lighter block needs less washers
E 3 52
A: Response describes a design for theexperiment, but does not show that the student actuallycarried out the experiment at this stage. B: Response indicates that the studentactually performed designed it). 5 la 0 the experiment (and hence implicitly If it is not clear whether OptionA or B is appropriate, use whichever optionyields the highest score. The default is Option A. C: The response is blank,incomprehensible or the response only gives aconclusion. A: Response describes a design . Then score as follows: 1 pt: a reasonable part, or step,of running the experiment is mentioned, not includingcounting washers or repeating the steps across boards.There should be some explicit statementwhich cues this, such as "put boards at the edge of thetable" or "string through hook on board" 1 pt: mentions putting/countingthe number of washers on the hook. This may also be implicit,if the actual counts of washers are mentioned, orstatements like "more than", "less than" and "inbetween" are used. 1 pt: mentions doing the sameoperations for at least two 5 1 4 boards. 1 pt: mentions repeating theoperations for all three boards. B: student actually performed theexperiment . Then score as follows: 1 pt: something is said aboutprocedures used. 1 pt: the number of washers onthe hook are counted. 1 pt: repeats the operations for atlgast two boards. 1 pt: repeats the operations for allthree boards.
C: The response is blank,incomprehensible or only gives a conclusion. Zero points.
1 pt: Includes at least 2 boards. 1 pt: Provides a number of washersfor each board. 1 pt: The number of washers increases asthe surface 6 1 3 roughness increases. Note that there was some variation in the equipment, so that some students will report findings that the felt was rougher than the sandpaper. These answers should be accepted. The plain board musthave the fewest washers associated with it.
70 Rater Name: Rater Answer Form - Friction Section I Date: July , 1993 Rater ID Number: Student ID Number Instructions: Circle the number of points awarded for each question. p4/Item 1 p4/Item 2 p4/Item 3 p5/Item 1 Starting Time: p64tem 1 : AM/PM -31 0 01 1 0 1 0 01 1 ABCABC 0 01 1 22 33 4 0 1 22 33 -31-31 0 1 0 01 1 0 1 ABC 0 01 1 2 3 4 00 1 2 33 -31 0 1 0 1 0 1 ABCA 0 1 B C 0 1 2 3 4 0 11 2 3 -31 0 01 1 0 01 1 0 1 ABC 0 1 B C 22.3 3 4 0 1 2 3 -31 0 1 0 1 0 1 ABCA 0 1 B C 0 1 2 33 4 00 1 2 33 -31-31 0 01 1 0 01 1 0 1 ABCA 0 1 B C 0 1 22 3 4 0 11 2 3 71 -31 0 1 0 01 1 0 1 ABCA 0 1 B C 0 1 22 3 4 0 11 22 3 7 2 54
Scoring Guide - Friction Section II
Possible Page Item Points Scoring Criteria 1 pt: all the surface textures are represented on the horizontal axis. Numbers are not sufficient, unless they are linked with the table above. 3 1 4 1 pt: an equal interval scale is given for the force axis (may be increasing or decreasing) 1 pt: all the values from the table are plotted (the type of graph does not matter) 1 pt: all the values are represented correctly on the graph. 1 pt for a statement such as: 4 1 1 force increased more washers pull harder
4 2 1 1 pt: Mafia was right. 1 pt for a statement such as: 4 3 1 Force increased (more washers) as surface :exture became rougher If you look at each board, the answers are different and are increasing 1 pt: the reasoning recognizes differences in difficulty of rubbing 1 pt: the reasoning recognizes differences in the number of 5 1 3 rubs (that there is an offset due the this difference) 1 pt: a logical inference is made - either in writing, or that relates to the circled answer above Note: Graphs from the Incline task were used to illustrate the scoring criteria for graphs in the Friction task. For Friction the horizontal axis should be labeled "Surface Texture (Board)" and the levels should be "Plain," "Felt" and "Sandpaper" (in that order). The vertical axis is the same, but the values should be 8, 12 and 17 (in that order). 55
Note: Graphs from the Incline task were used to illustrate the scoring criteria for graphs in the Friction task. For Friction the horizontal axis should be labeled "Surface Texture (Board)" and the levels should be "Plain," "Felt" and "Sandpaper" (in that order). The vertical axis is the same, but the values should be 8, 12 and 17 (in that order). Example 1 The following graph would receive a score of 2 points. Point for.... Points Received Horizontal Axis: 1 Vertical Axis: 0 (not clearly equal interval) Plotting all the points: 1 -- for this point and the last point a combined total of 1 point is given because of the 90 degree lines in the graph. Plotting the points correctly: See above point Total Points 2
Frani: and Al wrote down their results in the table below.
LEVEL FORCE (Level of Ladder) (Number of Washers)
(
Lj 5 5 4:2 0
Use the information from the table to graph the findings from Frank's and Al's experiment.
LEVEL- Ls.vt..1ofta.o( ta
GO TO NEXT PAGE 56
Note: Graphs from the Incline task were used to illustrate the scoring criteria for graphs in the Friction task. For Friction the horizontal axis should be labeled "Surface Texture (Board)" and the levels should be "Plain," "Felt" and "Sandpaper" (in that order). The vertical axis is the same, but the values should be 8, 12 and 17 (in that order). Example 2 The following graph would receive a score of 0 points. Point for.... Points Received Horizontal Axis: No graph, no points. (The chart merely is inverted and placed in the graph.) Vertical Axis: Plotting all the points: Plotting the points correctly: Total Points 0
Frank and Al wrote downtheir results in the table below.
LEVEL FORCE (Level of Ladder) (Number of Washers) 3
3 4 t 5 02 0
Use the information from the table tograph the findings from Frank's and Al's experiment.vatet.ce, ..--. vs 0 1 2_ s c.0 wac :-.5 0v .. l I 0 1 Li Is.f I 4 3 "Z ..._, $ 5 LEVEL ofig1/44),(0/ 0. r )
GO TO NEXT PAGE 57
Note: Graphs from the Incline task were used to illustrate the scoring criteria for graphs inthe Friction task. For Friction the horizontal axis should be labeled "Surface Texture (Board)" and the levels should be "Plain," "Felt" and "Sandpaper" (in that order). The vertical wds isthe same, but the values should be 8, 12 and 17 (in thatorder). Example 3 The following graph would receive a score of 4 points. Point for.... Points Received Horizontal Axis: 1 Vertical Axis: 1 (clearly equal interval) Plotting all the points: 1 While 90 degrees lines are in the graph, there is a clear line graph Plotting the points correctly: 1 Total Points 4
Frank and Al wrote down their results in the table below.
LEVEL FORCE (Level of Ladder) (Number of Washers) 3 a 3 ra 4 t 5 5 02 0
Use the information from the table to graph the findings from Frank's and Al's experiment.
1 EL- "vt-t oflarAeitar
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Not : Graphs from the Incline task were used to illustrate the scoring criteria for graphs in the Friction task. For Friction the horizontal axis should be labeled "Surface Texture (Board)" and the levels should be "Plain," "Felt" and "Sandpaper" (in that order). The vertical axis is the same, but the values should be 8, 12 and 17 (in thatorder). Example 4 The following graph would receive a score of 4 points. Point for.... Points Received Horizontal Axis: 1 Vertical Axis: 1 (cle,Arly equal interval) Plotting all the points: 1 -- While 90 degrees lines are in the graph, there is a clear bar graph Plotting the points correctly: 1 r_r otal Points 4
Frank and Al wrote down their results in the table below.
LEVEL FORCE (Level of Ladder) (Number of Washers)
3
62 0
Use the information from the table to graph the findings from Frank's and Al's experiment.
LEVEL Le-ve..(ofkgriale-r)
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Note: Graphs from the Incline task were used to illustrate the scoring criteria for graphs in the Friction task. For Friction the horizontal axis should be labeled "Surface Texture (Board)" and the levels should be "Plain," "Felt" and "Sandpaper" (in that order). The vertical axis is the same, but the values should be 8, 12 and 17 (in that order). Example 5 The following graph would receive a score of 1 point. Point for.... Points Received Horizontal Axis: 1 Vertical Axis: 0 (clearly not equal interval) Plotting all the points: 0 -- there is no plot of a "graph point," even though there is a connection of the values on the horizontal and vertical axis Plotting the points correctly: 0 Total Points 1
Frank and Al wrote down their results ;:-.1 the table below.
LEVEL FORCE (Level of Ladder) (Number of Washers) 3
01. la I s .20
Use the information from the table to graph the findings from Frank's and Al's experiment.
LEVEL- L.e.vt-iofisuvt e Q.
GO TO NEXT PAGE Rater Name. Rater Answer Form - Friction Section II Date: July , 1993 Rater ID Number: Instructions: Circle the number of points awarded for each question. Starting Time: : AM/PM IStudent ID Number - 32 0 p3/Item 1 2 3 44 I p4/Item 1 p4/Item 11 1 21 p4/Item 0 11 at p5/Item 1 1 2 3 I - 32 32 00 1 2 33 4 1 11 0 1 1 2 33 - 32 00 11 22 33 4 00 1 0 11 0 11 00 1 22 3 - 32 0 11 22 3 4 0 11 0 1 0j 11 0 11 2 3 - 32- 32 32 0 1 2 3 44 00 11 00 1 00 1 00 1 2 33 3'0 - 32- 32 00 11 2 33 44 00 11 00 11 0 1 00 11 22 3 - 32- 32 00 1 22 33 4 0 1 0 1 0 11 0 11 2 3 61
4. Pendulum
The pendulum was one of two Inference shell tasks from the domain of physics designed by RAND and administered to sixth-grade students in 1993. The Inference shell is written in narrative form.
In the pendulum task, a student is given two strings of different lengths, two weights with hooks permitting them to be attached to either string, a stopwatch, and a bar from which strings and weights can be suspended and swung. The student is instructed on how to suspend a weight from a string to create a pendulum and then on how to measure the periodicity of the pendulum by noting the time it takes to swing back and forth a fixed number of times. The student is instructed to repeat the experiment for all four combinations of strings and weights. Then the student is asked which influences the time morethe length of the string or the weight at the end of the pendulum. The student is also asked to justify the answer based on the experiment. Finally, the student is shown another pendulum with intermediate length string and weight and is asked to predict its behavior without testing it.
The components of the pendulum task will be found on the following pages:
Shell 62 Equipment (Figures 3 and 4) 63 Pendulum Tasks 65 Scoring Guide 73 Rater Answer Form 75
Si. 62
Inference Shell
Students are presented with a situation in which they can measure/observe three variables, one outcome and two predictors. Both predictors are plausibly related to the outcome, but only one of the predictors is correlated with the outcome variable. The student is asked to measure the outcome variable under four conditions, defined by the four combinations of high and low values on each predictor. The student is shown how to make the necessary measurements for one condition (e.g., high on predictor A and low on predictor B) and record the results. The student is told to complete the experiment (make the measurements under the other conditions) and to determine which predictor affects the outcome. After collecting the relevant data, the stndent is asked to use the information gained from the experiment to identify which variable affects the outcome and then to predict the behavior of the outcome variable under different levels of the two predictors. Figure 3Equipment for Pendulum
BEST COPY E3 AVAILABLE 8 4 Figure 4Equipment for Pendulum (Close Up) BE3T CPPY VAL 8 5 65
Task page 1
Name: First Last Date:
Using a Pendulum
Please print your name and today's date on these instructions. A pendulum is a piece of wood, metal, wire or other material that hangs from the top so it can move back and forth like a swing. Most pendulums have a weight at one end. Pendulums are often used to help large clocks keep time. Here is a picture of a pendulum.
Pendulums can swing at different speeds. Your job is to find out how the length and weight of a pendulum affect how fast it swings.
Materials: Look at the placemat in front of you, and raise your hand if you are missing any of these items: Platform and stick with hook at endRuler Long string Stop Watch Short string Pencil 1 metal washer with hook Pendulum E on cardboard 4 metal washers with hook Data Sneet (on the back page of this booklet)
GO TO THE NEXT PAGE
E ;.; 66
Task page 2 Step 1: Practice using the stopwatch.
How to operate the stopwatch: (a) Push the LAP RESET button. This will reset the stopwatch to 0 seconds. (b) Push the START STOP button. The stopwatch will start, and will continue until you stop it. (c) Push the START STOP button again. The watch will stop and will show the amount of time that has passed since it was started.
Step 2: Make Pendulum A (short string, 1 washer). a. Attach the short string to the hook at the topof the stick. b. Attach 1 washer to the bottom of the string. c. Pendulum A should look like this:
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Task page 3 Step 3: Practice timing the speed of a pendulum. The time it takes to swing back and forth across the line 20 times is one way to measure the speed of the pendulma. Look at the picture and follow these instructions. a. Reset the stopwatch to zero. b. With one hand, pull the washer to the side so it just touches the stick. c. With the other hand hold the stopwatch. d. At the same time, start the watch and release the washer. d. Count the number of times the washer crosses the line on the platform. e. When the washer has crossed the line 20 times, stop the watch. f. Read the time from the stopwatch. Raise your hand if you have any questions.
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Task page 4 Step 4: Measure the speed of Pendulum A. Follow the directions in Step 3 to find the speed of Pendulum A. How many seconds did it take the pendulum to swing across the center line 20 times? Answer: seconds Step 5: Measure Pendulum A. a. Use the ruler to measure the length of the string. How many inches long is the string?Answer: inches b. Each washer weighs the same amount. The greater the number of washers the heavier the pendulum. How many washers were used? Answer: washer(s) Step 6: Write the results for Pendulum A on your Data Sheet (on the back page of this booklet). a. Write the time it took Pendulum A to swing 20 times under the words "numberof seconds needed for 20 swings." b. Write how many inches long the string was under the word "length." c. Write the number of washers under the heading "number of washers." Step 7: Measuring the speed of Pendulums B, C and D. Here is a list of other pendulums you can make: Pendulum B: short string with 4 washers Pendulum C: long string with 1 washer Pendulum D: long string with 4 washers You need to make each pendulum and measure its speed. Repeat steps 4, 5 and 6 for pendulums B, C, and D. Record the time, the length of the string and the number of washers on your Data Sheet.
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Task page 5 Step 8: Describe and explain Your results. 1. Which two pendulums took the most time to swing 20 times?
2. Dale says the weight of the pendulum has the biggest effect on how fast it swings. Pat says the length of the string is more important. Who is right? Explain your answer.
3. Look at Pendulum E on the cardboard. How much time would it take Pendulum E to swing 20 times?(Circle one answer.)
a) More time than any of the other pendulums. b) Less time than any of the other pendulums. c) The same time as Pendulum A. d) The same time as Penduium B. e) In between the times of Pendulum A and Pendulum D. Explain your answer.
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Task page 6 4. Do you think it was important to have the line drawn directly below the hook instead of closer to the base of the stick?(Check one answer.)
Yes No I'm not sure Explain your answer.
STOP
9 71
Task page 7
BLANK PAGE 72
Task page 8
Data Sheet
NUMBER OF SECONDS NUMBER OF PENDULUM NEEDED FOR 20 LENGTH WASHERS SWINGS (inches)
A
B
C
D
93 73
Scoring Guide - Using a Pendulum
Possible PageItem Points Scoring Criteria 1 pt: each pendulum measured correctly. Answer must include seconds, length and number of washers to earn a point. However, answer does not have to have the correct label (letter). Acceptable values: 8 Data 4 Sheet Pendulum Seconds LengthWashers A 9-11or 18-22 7.5-9 1 B 9-11or 18-22 7.5-9 4 C 13-15 or 26-308-19.5 1 D 13-15 or 26-3018-19.5 4 For seconds use either the left-hand range or the right- hand range, but not both. Pick whichever side gives the student. the most points. Use the letters of the two pendulums that took the most time to swing for scoring page 5, item 1. 1 pt each: for selecting or describing the two pendulums 5 1 2 that took the longest time. Normally these will be C and D. If the student has labeled the pendulum differently, then award points based on their labels for each long-string pendulum they select. The pendulums they indicate must be the ones with long strings. If they timed the short strings wrong they do not get a point for selected them. Give one point if one answer is correct and the other is wrong. If the data table is empty, award points anyway for indicating C and D. Do not penalize the student for data that are out of range (e.g., length 6 inches) if the data table is consistent with the experiment (i.e., the two short strings with 1 and 4 washers take less time than the two long strings) If the data table is jumbled (i.e., is not consistent) do not give the benefit of the doubt to students who pick C and 13; only award points for picking pendulum that took longer to swing.
tJd 74
Scoring Guide - Using a Pendulum _ Possible PageItem Points Scoring Criteria 5 2a 1 1 pt: Pat is correct. If blank, check in 2b to see if answer is there. Award a point for "length" or other phrase that was part of what Pat actually argued. 1 pt: saying the length of the string is important, e.g., the long string swings slower, etc. 1 pt: saying the number of washers is not important OR all of the following: (a) saying the number of washers is important (b) this statement is supported by the data table 5 2b 2 (c) saying it is less important than the length of the string. Note: two points can be awarded for a response that just compares two pendulums if it describes the roles of both length and weight (e.g., long string with 4 washers was slower than short string with 4 washers) 5 3a 1 1 pt: choice B (less time than any other pendulum) 1 pt: saying the string in E is the shortest. "Short string" is not acceptable. Use response to 3a to determine meaning of 5 3b 2 "shorter." If the student chose B then describing the string as "shorter" is acceptable. If the student chose an in-bctween answer, then "shorter" may not be acceptable if it implies shorter than one but. nut necessarily shorter than the other. 1 pt: saying the number of washers in E is not important OR all of the following: (a) saying the number of washers in E is important, (b) this statement is supported by the data table (c) saying it is less important than the length of the string. 1 pt: Yes 1 pt: if the line is not at the center, the pendulum can 6 4 2 be swinging and not cross the line (e.g., "if you put it too close the washer might not reach all the way," "that's where it will cross the most," etc.) Do not give a point far "it wouldn't be even" or for comments about the time not being the same. 75
Rater Answer Form -- Using a Pendulum
Rater Name: Date: July ,1993 Rater ID Number: (RAND use only) Starting Time: : AM/PM Instructions: Circle the number of points awarded for each question. Student Data ItemItemItemItemItemItem ID Ninnber Sheet 1 2a 2b 3a 3b 4
- 44 01234012 01 012 01 012 012 - 44 01234012 01 012 01 012 012 - 44 0123401201 012 01 012 012 - 44 0123401201 012 01 012 012 - 44 01234012 01 012 01 012 012
- 44 01234012 01 012 01 012 012 - 44 01234012 01 012 01 012 012 - 44 01234012 01 012 01 012 012 - 44 01234012 01 012 01 012 012 - 44 0123401201 012 01 012 012
- 44 01234012 01 012 01 012 012 - 44 01234012 01 012 01 012 012 - 44 01234012 01 012 01 012 012 - 44 0123401201 012 01 0 2 012 - 44 01234012 01 012 01 012 012
- 44 01234012 01 012 01 012 012 - 44 01234012 01 012 01 012 012 - 44 01234012 01 012 01 012 012 - 44 01234012 01 012 01 012 012 - 44 01234012 01 012 01 012 012 76
5. Lever
The lever task was one of two Inference shell tasks from the domain of physics designed by RAND. It was administered to sixth-grade students in 1993 and to eighth-grade students in 1994. The shell used for designing the task is identical to that for the pendulum task (see Section 4).
In the lever task, the student is askea to determine whether the number of washers required to lift a fixed weight is influenced more by the length of the lever or by the proportion of the bar on the side of the fulcrum where the weights are placed. To conduct this experiment the student is given four bars (two short and two long) with pivot notches either one-half or one-quarter of the way down the bar. The student is shown how to place the bar on the fulcrum, attach the weight to one end, and test the lever by adding wasl.,:; to the other end until the weight rises off the table. The student is instructed to repeat the experiment for all four combinations of length and pivot point. Then the student is asked which influences the weight morethe length of the bar or the fraction of the bar on either side of the fulcrum. The student also is asked to justify the answer based on the experiment. Finally, the student is shown another lever with intermediate length and pivot point and is asked to predict its behavior without testing it.
The components of the lever task will be found on the following pages:
Shell (see Pendulum shell) 62 Equipment (Figure 5) 77 Lever Tasks 78 Scoring Guide 86 Rater Answer Form 89
97' it 4'4 * gtt '4 A -&.44,z , 07,4 i,",?'"-.(< 'xt> Aki 4..+ it+ 14F,,,W4 r AW1"1, 1. 4 >t + `..1, 7'.. a , .0 v4 ^..V ',Y.). ...-''',X=441","- , - BEST COPYFigure ;7EquipmentAVAILABLE for Lever 78
Task page I Name: First Last Date:
Using a Lever
Please print your name and today's date on these instructions.
A lever is a solid bar that pivots at one point, like a see-saw or teeter-totter. Pushing down at one end makes the other end go up. Levers are often used to lift heavy objects. Here is a picture of a lever.
rl'Base
A lever can be any length.Where the lever touches the base is called the "pivot point." Your job is to find out how the length of the bar and the location of the pivot point affect how much a lever can lift.
Materials: Look at the placemat in front of you, and raise your hand if you are missing any of these items: Triangular Base 10 Washers 2 long bars Ruler 2 short bars Pencil Lead weight Data Sheet (on the back page of this booklet) Bar E on cardboard
GO TO THE NEXT PAGE
10 0 79
Task page 2 Step 1: Make Lever A. a. Pick up the long bar with the notch in the middle. b. Attach the lead weight to the end of the bar with the hook. c. Lay the bar across the stand so the notch rests on the top of the base. Lever A should look like this.
Step 2: Test the lifting ability of Lever A. a. Ad d washers to the other end of Lever A, one by one, until the lead weight first lifts and stays off the table. How many washers did it take to lift the weight using Lever A? Answer: washers
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Task page 3
Step 3: Measure Lever A. a. Use the ruler to measure the total length of the bar(from end to end). How many inches long is the bar? Answer: inches b. Use the ruler to measure the length from the end with the hook to the notch. How many inches is it from the end with the hook to the notch? Answer: inches What fraction of the total length of the bar is between the end with the hook and the notch (one-half or one-quarter)? Answer: of the bar
Step 4: Write the results for Lever A on your Data Sheet (on the back page of this booklet). a. Write the number of washers it took to lift the weightunder the words number of washers to lift weight." b. Write the length of the bar under the words "total length of bar." c. Write the fraction of the bar between the end with thehook and the notch under the words "fraction of bar lifting block."
Step 5: Test and measure Levers B, C and D. Here is a list of the other levers you can make: Lever B: long bar with notch near the end with the hook Lever C: short bar with notch in the middle Lever D: short bar with notch near the end with the hook Make each lever, test its lifting ability and measure its length. Repeat steps 2, 3 and 4 for each lever and record the results on your Data Sheet.
GO TO THE NEXT PAGE 81
Task page 4 Step 6: Describe and explain your results. 1. Which two levers needed the most washers to lift the weight?
2. Chris says the length of a bar has the biggest effect on its ability to lift objects. Jody says the location of the notch is more important. Who is right? Explain your answer.
3. Look at Bar E on the cardboard. How manY washers will it take to lift the weight with this bar? (Circle one answer.)
a) More than any of the other levers. b) Fewer than any of the other levers. c) The same number as Lever B. d) The same number as Lever D. e) In between the numbers needed for Lever A and Lever D. Explain your answer.
GO TO THE NEXT PAGE 82
Task page 5 4. The wooden "stop" is near one end of the bar. Do you think it is important that the distance between this end and the wooden "stop" is the same on all the levers? (Check one answer.) Yes No I'm not sure Explain your answer.
STOP
104 83
Task page 6
BLANK PAGE 85
Task page 8
Data Sheet
FRACTION OF NUMBER OF TOTAL BAR LIFTING WASHERS TO LENGTH OF BAR WEIGHT LEVER LIFT WEIGHT (one-half, one- quarter)
A
B
C
D
10 86
Scoring Guide - Using a Lever Possible PKteItemPoints Scoring Criteria 1 pt. for each lever measured correctly. Answer must include number of washers, length and fraction to earn a point. However, answer does not have to have the correct letter. Acceptable values: Lever Washers Length Fraction* A 8-10 24-25 1/2 B 3-4 24-25 1/4 8 Data 4 C 8-10 16-17 1/2 Sheet D 3-4 16-17 114 * or equivalent fraction, e.g., 12/24, 6/24, 2/4, etc. Must put entire fraction; may be off by fractions of an inch, e.g. 12 1/4 / 24. Do not accept 3/4 in place of 1/4. Use the letters of two levers with fractions equal to 1/2 (notches halfway) for scoring page 4, item 1. 1 pt.. each: for selecting or describing the two levers with the notch 1/2 way. Normally this will be A and C. If the student has labeled the levers differently, then award points based on their labels for each lever they select that has the notch one-half way. Give one point if one answer is correct and the other is wrong. If the data table is empty, award points anyway for indicating A and C. Do not penalize the student on this question for data that are out of range (e.g., length 23 inches) if 4 1 9 the data table is consistent with the experiment (i.e., the two levers with notch at 1/2 require more washc:rs than the two with notches at 1/4). If the data table is jumbled (i.e., not consistent) do not give the benefit of the doubt to students who pick A and C. Do not give points for selecting levers that are not consistent with the correct results (they do not have to be exactly in range but all three parts must be discernible). Only award points for picking levers with the notch one-half way.
_ .
1 tr/ 87
Scoring Guide - Using a Lever Possible PageItemPoints Scoring Criteria 4 2a 1 1 pt.: Jody is correct. No points for "both" unless 2 points for 2b. If blank, check 2b to see if answer is there, look for key words or phrases that were part of Jody's argument, e.g., "location" or "notch".
1 1 pt.: saying that the bars with the notch nearer the hook (or "off center," or nearer the end") lifted with fewer washers (or "were better") [than the bars with the notches in the middle. - optional] The weight of the bar is relevant, but discussing only the weight of the bar should not be awarded a point. Not acceptable: Repeating Jody's statement, e.g., 4 2b 2 "the location of the notch is more important." 1 pt.: saying the length of the bar is not important; or the answer is the same for long or short bars - must mention both bars; OR all of the following: (a) saying the length of the bar is important, (b) this statement is supported by the data table (short bar with notch in the middle needed one more washer than the long bar with the notch in the middle), (c) saying it is less important than the location of the notch. 4 3a 1 1 pt.: choice B (fewer than any of the other levers). No points for 2 answers. If blank check to see if in 3b. 1 pt.: saying the notch in E is closest to the hook/weight or farthest from the washers. Do not give a point for "closer" or "farther" or "nearer the end" unless answer "b" is selected in 3a. No points for "near the end," "close to the end." 4 3b 2 1 pt.: saying the length of the bar in E is not important OR all of the following: (a) saying the length of the bar or the weight of the bar in E is important, (b) this statement is supported by the data table, (c) saying it is less important than the location of the notch.
BEST COPYAVAILABLE 88
Scoring Guide - Using a Lever PageItemPossible Scoring Criteria Points . 1 pt.: Yes 1 pt.: so conditions would be similar (length of bars would be different) or the location of the washers affec:s the lifting power, e.g., "the weight would be in a different place" or more/less washers would be 5 4 2 needed to lift the weight. Do not award points for saying that the number of washers that could fit on the bar would be different or there wouldn't be enough room tohold the washers. Do not award points for saying the washers would slide down the bar. Do not award points for saying things about the base.
10J 89
Rater Answer Form -- Using a Lever
Rater Name: Date: July ,1993 Rater ID Number: (RAND use only) Starting Time: : AM/PM Instructions: Circle the number of points awarded for each question. Student Data ItemItemItemItemItemItWal ID Number Sheet 1 2a 2b 3a 3b 4
- 43 01234012 01 012 01 012012 - 43 01234012 01 012 01 012012 - 43 0123401201 012 01 012 012 - 43 01234012 01 012 01 012 012 - 43 01234012 01 012 01 012 012
- 43 0123401201 012 01 012 012 - 43 0123401201 012 01 012 012 - 43 0123401201 012 01 012 012 - 43 01234012 01 012 01 012 012 - 43 0123401201 012 01 012 012
- 43 0123401201 012 01 012 012 - 43 01234012 01 012 01 012 012 - 43 0123401201 012 01 012 012 - 43 0123401201 012 01 012 012 - 43 01234012 01 012 01 012012
- 43 01234012 01 012 01 012 012 - 43 01234012 01 012 01 012012 - 43 01234012 01 012 01 012012 - 43 01234012 01 012 01 012 012 43 01234012 01 012 01 012 012 90
6. Classification of Animals
The animals classification task was designed by RAND and administered to sixth-grade students in 1993. The Classification shell is written in narrative form.
Two tasks were developed from this shell. In the tasks, two-way classification is explained using pictures of people who differ in terms of age (old and young), position (sitting or standing), gender (male or female), and type of clothing (summer or winter). Students are shown how to classify the pictures into four mutually exclusive groups using two dimensions simultaneously (e.g., young- males, old-males, young-women, and old-women). This activity is the same in both tasks. In the animals classification task, students are given a set of plastic land and sea animals, and they are asked to create a two-way classification system. Then they are given a ilew animal, an amphibian, and areasked where it fit in their system and why. The second task (see Section 7) involves materials.
The components of the animals task will be found on the following pages:
Shell 91 Equipment (Figures 6, 7) 92 Classification of Animals Tasks 94 Scoring Guide 99 Rater Answer Form 108
111 91
Classification Shell
Students learn about two-way cross-classification using simple objects. They perform a simple "tuning" task in which they are led through the development of a two-way classification system, and they sort objects into four mutually exclusive groups. Then they are given a new set of objects that differ in a number of ways and they are asked to construct their own two-way classification system. Using any relevant features of the objects as the classification dimensions, they sort the objects appropriately. The only restrictions are that each object has to be put into one of the four cells and each cell has to have at least one object in it. Finally, students are given an additional object that has been concealed. They are asked to classify it using their system or to explain why it does not fit. 114 Figure 6Equipment for Classification of Animals (Tuning Task) BEST !-',OPY AVAILABLE Sox 1 Sox 2 - `e. 13ox 3 Bbgf4Y Figure 7Equipment for Classification of Animals BEST COPY AVAILABLE 6 94
Task page 1 Name: Dct not Aoriteirrthis- First Last J:D; Date: "SOW OLS:`,.: Classification Part 1: Sorting People The ways in which objects differ are called properties. Properties can be used to sort objects into groups. Color is one property you could use to classify cars. You might sort cars into two groups based on their color: blue and not blue. Another car property is speed. There could be two speed groups:fast and slow. You also could classify cars by how many doors they have. One group has 2 doors, another group has 4 doors, and so on. There are many different properties you could use to classify things.
1. Take the pictures out of the envelope labeled 'People".
2. Look at pictures A and B. List two ways the people in A and B are similar to each other:
3. List one way A is different from B:
4. Gender is one property. Every person is either male or female. Gender could be used to sort people into two groups; one group is males and the other is females. Do A and B belong to the same gender group? (Circle one answer)
Yes No
5. Another property is body position. You.can use this property to divide iy-ople into two groups: sitting and standing. Do A and B belong to the same body position group? (Circle one answer)
Yes No
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Task page 2 6. A few students started to classify the people in the envelope. First, they chose two properties. One property is gender. It has two groups, male and female. They wrote this property and its groups on top of the table below. The other property is headwear. Headwear also has two groups, cap and no cap. The students wrote these labels on the side of the table. Second, they wrote labels inside each box. Box 1 is labeled "male-cap" because it is under the male group and next to the cap group. Box 2 is "female-cap" because it is under the female group and next to the cap group. Box 3 is "male-no cap" and Box 4 is "female-no cap". Third, they wrote "A" in Box 1 because picture A is a male and wearing a cap. They wrote "B" in Box 4 because B is female and not wearing a cap. YOUR JOB is to finish the table below. Write each person's letter in the right box. Be sure to use all of the letters: C, D, E, F, G, H.
Property Group Group
Group
Box 1 Box 2 ,
Property
Group
Box 3 Box 4
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Task page 3
7. A second group of students started to sort the people usingdifferent properties but ran out of time. YOUR JOB is to finish labeling all of the properties, groups, andboxes. Use the words below to do this. Properties Groups Boxes age summer clothing child-summer clothing winter clothing child-winter adult adult-summer child adult-winter Hint: Sort the pictures into the boxes on your placemat so you can seethe groups they made. Some of the labels have been done already. The picturesin Box 4 have two things in common; they both show a child wearing summerclothing. That is why it has the "child-summer" label.
Property Group Group
Group
Box 1 Box 2
Property
Group
Box 3 Box 4 , When you are finished, please put the figures back into the "People" envelor GO TO THE NEXT PAGE 97
Task page 4 Part 2: Sorting Animals 1. Take the animals out of Envelope 1 and look at them carefully. Think about the different properties you could use to sort these animals into groups. Sort the animals into the four boxes using whatever properties and groups you want. Make sure to follow these rules: Each box must have at least one animal. You must use all eight animals. YOUR JOB is to fill-in the table below. Be sure to label the properties, groups, and boxes. Write the letters of the animals in the boxes where they belong.
Property Group Group
I
Group
Box 1 Box 2
Property
Group
Box 3 Box 4
GO TO THE NEXT PAGE 98
Task page 5 2. Take the animal out of Envelope 2. Does this animalbelong in any of the boxes in the table you just made? In the space below, describewhich box this animal should be in and why. If the animal does not belong in anyof the boxes, be sure to explain why.
When you are finished, please put the animals back into the envelopes.
STOP 99
Scoring Guide for Animals Classification PART 1: Classifying People QUESTION #2 (p.1)- max. 2 points 1 point for each valid similarity listed by the student, including: sitting, tired, people, in chairs, hand on knee, wearing shoes. Student must clearly indicate two distinct similarities (e.g. "they are both sitting in chairs" would only get one point, while "both sitting, both in chairs" would get 2 points). QUESTION # (p.1)- 1 point 1 point for identifying a valid difference, by: noting a characteristic that A has but B does not, (e.g., male, short hair, winter clothing), with or without a letter label; or, naming a dimension in which A and B differ (e.g. gender, season); or, noting a feature of both A and B, and including a label or descriptive adjective such that there is no ambiguity (e.g. "A is male and B is female", "He has slimmer clothes and she has winter clothes"). No points for ambiguous responses or responses that refer only to a characteristic of B, such as: One is male, one is female Summer Clothes Female Long hair Short pants QUESTION #4 (p.1)- 1 point for "No" QUESTION #5 (p.1)- 1 point for "Yes" QUESTION #6 (p.2)- max. 6 points 1 point each for placing the six pictures in the correct boxes.
D,E,G F,H
NOTE: Do not award points for A and B.
1 2, 100
QUESTION #7 (p.3)- max. 7 points 1 point for each of the seven labels correctly placed.
Adult Child
Adult-Winter Child-Winter Clothing "Season" O.K. Summer Adult-Summer
NOTE: Do not award points for Age, Winter, and Child-Summer.
123 101
PART 2: Classifying Animals Follow these procedures in the order they are written. QUESTION *1 (p.4) 1) COLUMN GROUPS: (2 points) To get the 2 points for the column labels, the groups must meet TWO criteria: a) Both groups must be part of the same variable. Thismeans that the two groups in a column must be mutually exclusive. b) There must be corroborating evidence of student imderstanding. This can be demonstrated by any one of the following methods: 1) Does the PROPERTY label fit both groups? (e.g. the property "Size" fits the groups "Big" and "Small") If not, then 2) Are the LABELS INSIDE THE BOXES consistent with the column group labels? If NOT, then 3) Are the ANIMALS in each column sorted in a way that is consistent with the group label for that column? (It does not have to be perfect). 50% RULE: If 50% or more of the animals in a column fit the label for that column, then it corroborates the column label. Both labels must be corroborated for the student to get credit for the group labels. 2) COLUMN PROPERTY: (1 point) Both column groups must fit the property. MAMMAL RULE: Student does not receive a point if heor she uses the same label for a group and for the corresponding property, unless studentsays "OR", uses a question mark, or somehow recognizesa dichotomy between the groups in the property label. For example, "mammal" is not OK, but "mammal or not mammal" is OK. NOTE: If a student uses the same property or group labels for therows and columns, he/she can only receive points once. 3) ROW GROUPS: (2 points) Same criteria as column groups (see above). 4) ROW PROPERTY: (1 point) Both row groups have to fit the property (see above). 5) BOX LABELS: (1 point each up to 4 points) Each inside box label must match its outsiderow AND column group labels. Close synonyms are acceptable (e.g., ovtsidegroup label is "Big" and the corresponding box label says "large", fais is OK). 6) ANIMALS: (1 point each up to 8 points) Does the animal fit the box? Give first priority to the outsidegroup labels. Animals placed in more than one box cannot receivea point. A student can get all 8 points for animals only if every box has at leastone animal. If this rule is not satisfied, but all the animals are classified properly, then assigna score of "7" for animals.
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See page 9 "Specific Rules forScoring Animals" for guidelines onambiguous groupings, such as "big/small".Remember, a student can get pointshere even if he or shedid not get points for the groups(see "Special Cases", p.5).
QUESTION #2 (p.5) - (I point) Student receives 1 point if his or her responseis accurate relative to his or her own classification system.Student must identify a box or boxes, orgive valid reasons for not placingthe object in a box. GIVE POINT IF ANY OF THESTUDENT'S EXPLANATION CONTAINSANY OF THE FOLLOWING: a) A unique box label that is valid(applies to characteristics of the alligator) - for example, lays eggs b) Row and column lat., .4s that arevalid - for example, big and water c) Box number AND either row orcolumn label, both of which are valid d) Student mentions more than onebox and gives valid reason for whythe object fits into each box - for example, can goin Box 1 (land/big) or Box 2 (water/big) e) Student says object doesn't fit anybox and gives valid reason that is consistent with his or her system. Give the student a point if theexplanation satisfies one or more of therules above. A student who does not receive apoint is most likely to: a) Provide a box number only, with no reasontneeds at least one word) b) Put object in a box and provide a reasonthat is inconsistent with his or her labels or classification system c) Mention a row or column withoutspecifying a particular box or stating why both boxes would be applicable. If there is an internal conflict (e.g., fitsbox label but not row and column labels), student gets the benefit of the doubt andreceives a point.
126 103
SPECIAL CASES: a) One or both sets of groups labels do not constitute levels of a variable (e.g., big and dark)
AND b) Student has a valid cross-classification within the table. Ways in which this may occur: Outside labels do not represent levels of a variable, but student uses these to create a cross-classification inside the table and this cross-classificationmakes sense. (See "pointy faces" example from calibrationand example la in this handout.) SCORING: No points for group labels that are not levels of a variable. 1 point awarded for each correct box label (box label that contains each of the corresponding row and column labels) 1 point awarded for each properly classified animal Group labels are missing but the box labels show a valid cross-classification. (See example 2a in this handout.) SCORING: No points awarded for groups or properties No points awarded for boxes 1 point awarded for each properly classified animal Group labels conflict with the box labels inside the table, but the box labels and animals form a valid cross-classification within the table. (See example 3a in this handout.) SCORING: Points awarded for groups only if they can be corroborated by an appropriate property label No points awarded for boxes 1 point awarded for each properly classified animal IMPORTANT: In order for a student to receive points for animals in these special cases: a) There must be evidence that the row group applies to both boxes in the row; in other words, the student must have at least one animal that fits the group label in each of the boxes in that row. There must also be evidence that the column group applies to both boxes in the column; student must have at least one animal that fits the column label in each of the boxes in that column. b) 50% Rule: At least 50% of the animals in each row must fit that row, whether the guudent is using external labels or box labels. At least 50% of the animals in each column must fit that column.
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Example la where
land sea
elephant shark whale tiger wild dog
size
chicken seal dark duck
Example la: SCORING There is evidence of an internal cross-classification based on the animals inthe boxes. Elephant, tiger, and dog fit the wild-land box (if we consider that adog may be wild), shark and whale fit thewild-sea box, chicken fits the dark-land box, and seal fits the dark-sea box. Therefore this represents one of our special cases. 1) Column groups FIRST, Are both groups levels of the same variable? land and sea are levels of a variable SECOND, Is there corroborating evidence? Step 1: Check property label. land and sea are levels of where 2 points 2) Column property Do both column groups fit the property? land and sea are levels of where 1 point 3) Row groups FIRST, Are both groups levels of the same variable? wild and dark are not levels of a variable 0 points 4) Row property No points for property because row groups are not levels of a variable. 0 points 5) Box labels Missing, so no points 0 points 6) Animals Does the animal fit the box? We may award points for 7 of the 8 animals, as discussed above 7 points
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Example 2a animals
killer whale seal shark
sea-big sea-small animals
elephant duck tiger chicken dog
land-big land-small Example 2a: SCORING There is evidence of an internal cross-classification based on the box labels and the animals in the boxes. 1) Column groups Missing 0 points 2) Column property 0 points 3) Row groups Missing 0 points 4) Row property 0 points 5) Box labels Do not correspond to outside row and column labels 0 points 6) Animals Does the animal fit the box? Based on this student's internal cross-classification, we may award points for all 8 animals. 8 points
128 BEST COPY AVAILABLE 106
Example 3a water no water water 1 chicken elephant dog tiger no water
small-no water big-no water habitat
seal killer whale water duck shark
small-watr,r big-water Example 3a: SCORING This student has used the same group labels for rows and columns. These labels conflict with what is in the box labels. Because the box labels form a valid cross- classification, we may award points for animals. 1) Column groups FIRST, Are both groups levels of the same variable? water and no water are levels of a variable SECOND, Is there corroborating evidence? Step 1: Check property label. water and no water are not levels of water (see mammals rule) box labels do not corroborate these groups animals do not corroborate these groups 0 points 2) Column property Do both column groups fit the property? water and no water are not levels of water 0 points 3) Row groups FIRST, Are both groups levels of the same variable? water and no water are levels of habitat 2 points 4) Row property no water and water are levels of habitat 1 point 5) Box labels Do not correspond to outside row and column labels 0 points 6) Animals Does the animal fit the box? We may award points for all 8 animals, based on the internal cross-classification. 8 points 107
SPECIFIC RULES SCORING ANIMALS Animal Sizes Student has groups based on animal sizes (e.g., big/small) Must Always Must Always Be Flexible Be Big Small
Elephant Chicken Dog Whale Duck/Goose Seal Shark Tiger
Light/Dark Animals Student uses "light" and "dark" as groups (exactly these words) Must Always Must Always Be Flexible Be Dark Light Seal Duck/Goose Chicken Whale Shark Dog Elephant Tiger
Animal Colors Student has groups based on how colorful the animals are. Colorful, Multicolored, and "more than 1 color" should be considered the same thing. Must Always Must Always Be Flexible Be One Color Multicolored
Dog Elephant Chicken* Tiger Duck Whale Seal Shark * If the chicken is one color then the duck MUST also be considered one color in the student's system. But, the duck can be one color without the chicken also being considered one color.
I.) 00 Rater ID Number: Name: (RAND use only) Rater Answer Form -- Classification of Animals Starting Time: Date: July : AM/PM , 1993 Student Item Instructions: Circle the number of Doints awarded for each question. Item Item Prop- 1 ID Number -41 0 1 2 2 0 1 3 0 1 4 0 1 5 0 1 2 3 4 5 6 6 0 1 2 3 4 5 6 7 7 erties0 1 22 I 0 1 Groups 2 3 44 0 1 Boxes 2 3 44 0 1 2Animals 3 4 54 5 6 7 8 0 10 1 -41-41 0 1 2 0 1 0 1 0 1 0 1 2 3 4 5 6 0 10 1 2 3 4 5 6 77 0 10 1 22 0 1 2 32 3 4 0 1 2 32 3 44 0 10 1 2 32 3 4 5 6 7 88 0 1 -41-41 0 10 21 2 0 1 0 10 1 0 10 1 0 10 21 32 43 54 65 6 0 10 1 2 3 4 5 6 77 0 1 2 0 10 1 2 32 3 4 0 1 2 3 4 0 10 1 2 3 4 5 6 7 8 0 1 -41-41 0 10 21 2 0 1 0 10 1 0 10 1 0 10 21 32 43 54 65 6 0 1 2 3 4 5 6 77 0 1 2 0 10 1 2 32 3 4 0 1 2 3 44 0 10 1 2 3 4 5 6 76 7 8 0 10 1I -41 0 10 21 2 0 1 0 10 1 0 1 0 10 21 32 43 54 65 6 0 1 2 3 4 5 6 7 0 1 22 0 1 2 3 44 0 1 2 32 3 44 0 1 2 3 4 54 5 6 7 88 0 10 1 -41 0 1I 2 0 1I 0 10 1 0 1 0 10 21 32 43 54 65 6 0 1 2 32 43 54 65 6 7 0 10 1 2 0 1 2 32 3 4 0 10 1 2 3 4 0 10 1 2 32 3 4 5 6 7 8 0 1I -41 0 I0 21 2 0 1 0 10 1 0 1 0 1I 22 3 4 5 6 0 1 2 3 4 5 6 77 0 10 1 2 0 10 1 2 3 4 0 1 2 3 4 0 I0 1 2 3 4 5 6 7 8 0 10 1 132 -41-41 0 10 21 2 0 10 1 0 1 0 10 1 0 1 2 3 4 5 6 0 10 1 2 32 43 54 65 6 77 0 1 2 0 1 2 3 44 0 10 1 2 32 3 44 0 1 2 32 3 4 54 5 6 7 88 0 1 109
7. Classification of Materials
The materials classification task was designed by RAND and administered to sixth-grade students in 1993 and to eighth-grade students in 1994. The shell used for designing this task is identical to that for the classification of animals task (see Section 6).
Two tasks were developed from this shell. In the tasks, two-way classification is explained using pictures of people who differ in terms of age (old and young), position (sitting or standing), gender (male or female), and type of clothing (summer or winter). Students are shown how to classify the pictures into four mutually exclusive groups using two dimensions simultaneously (e.g., young- males, old-males, young-women, and old-women). This activity is the same in both tasks. In the materials classification task, students are given a collection of natural materials (e.g., sand, fur, rock, and pine cone) and are asked to create a two-way classification system. Then they are given a new material, a pencil, and asked where it fits in their system and why. The first task (see Section 6) involves animals.
The components of the materials task will be found on the following pages:
Shell (see animals) 91 Equipment (Figures 8, 9) 110 Classification of Materials Tasks 112 Scoring Guide, 1993 117 Rater Answer Form 130 Scoring Guide, 1994 131 Rater Answer Form 140
Note: Two scoring guides are included. One was used in 1993 (when the tasks were administered to 6th grade students); the other was used in 1994 (when the tasks were given to 7th and 8th grade students). They reflect different approaches to awarding points for incomplete or contradictory responsesnot different views of the desired outcomes. The change was made in 1994 to try to make the scoring process more efficient.
13 j Figure 8Equipment for Classification of Materials (Tuning Task) BEST COPY AVAILABLE Figure 9Equipment for Classification of Materials BEST COPY AVAILABLE 131 112
Task page 1 Name- First Last Date:
Classification Part 1: Sorting People The ways in which objects differ are called properties. Properties can be used to sort objects into groups. Color is one property you could use to classify cars. You might sort cars into two groups based on their color: blue and not blue. Another car property is speed. There could be two speed groups: fast and slow. Youalso could classify cars by how many doors they have. One group has 2 doors, another group has 4 doors, and so on. There are many different properties you could use to classify things. 1. Take the pictures out of the envelope labeled "People". 2. Look at pictures A and B. List two ways the people in A and B are similar to each other:
3. List one way A is different from B:
4. Gender is one property. Every person is either male or female. Gender could be used to sort people into two groups; one group is males and the other is females. Do A and B belong to the same gender group? (Circle one answer) Yes No
5. Another property is body position. You can use this property to divide people into two groups: sitting and standing. Do A and B belong to the same body position group? (Circle one answer) Yes No
GO TO THE NEXT PAGE
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Task page 2 6. A few students started to classify the people in the envelope. First, they chose two properties. One property is gender. It has two groups, male and female. They wrote this property and its groups on top of the table below. The other property is headwear. Headwear also has two groups, cap and no cap. The students wrote these labels on the side of the table. Second, they wrote labels inside each box. Box 1 is labeled "male-cap" because it is under the male group and next to the cap group. Box 2 is "female-cap" because it is under the female group and next to the cap group. Box 3 is "male-no cap" and Box 4 is "female-no cap". Third, they wrote "A" in Box 1 because picture A is a male and wearing a cap. They wrote "B" in Box 4 because B is female and not wearing a cap. YOUR JOB is to finish the table below. Write each person's letter in the right box. Be sure to use all of the letters: C, D, E, F, G, H.
Property
Grou Group
Group
Box 1 Box 2
Property
Group
Box 3 Box 4
GO TO THE NEXT PAGE 114
Task page 3 7. A second group of students started to sort the people using different properties but ran out of time. YOUR JOB is to finish labeling all of the properties, groups, and boxes. Use the words below to do this. 12roaejga-ti Groups Boxes age summer clothing child-summer clothing winter clothing child-winter adult adult-summer child adult-winter Hint: Sort the pictures into the boxes on your placemat so you can see the groups they made. Some of the labels have been done already. The pictures in Box 4 have two things in common; they both show a child wearing summerclothing.That is why it has the "child-summer" label.
Property
Group Group
Group
Box 1 Box 2
Property
Group
Box 3 Box 4
When you are finished, please put the figures back into the "People" envelope. GO TO THE NEXT PAGE 115
Task page 4 Part 2: Sorting Materials 1. Take the materials out of Envelope 1 and look at them carefully. Think about the different properties you could use to sort these materials into groups. Sort the materials into the four boxes using whatever properties and groups you want. Make sure to follow these rules: Each box must have at least one material. You must use all eight materials. YOUR JOB is to fill-in the table below. Be sure to label the properties, groups, and boxes. Write the letters of the materials in the boxes where they belong.
Property
Grou Group
Group
Box 1 Box 2
Property
Group
Box 3 Box 4
GO TO THE NEXT PAGE 116
Task page 5 2. Take the material out uf Envelope 2. Does this material belong in any of the boxes in the table you just made? In the space below, describe which box this material should be in and why. If the material does not belong in any of the boxes, be sure to explain why.
When you are finished', please put the materials back into the envelopes.
STOP
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SCORING GUIDE: MATERIALS - CLASSIFICATION 1993 - 6th GRADE PART 1: Classifying People QUESTION #2 (p.1)- max. 2 points 1 point for each valid similarity listed by the student, including: sitting, tired, in chairs, hand on knee, wearing shoes. Not acceptable: people, humans, homosapiens, both have eyes (ears, arms, etc.). Student must clearly indicate two distinct similarities (e.g. "they are both sitting in chairs" would only get one point, but "both sitting, both in chairs" would get 2 points). QUESTION #3 (p.1)- 1 point 1 point for any valid difference. For example, award a point if student answers: Gender Male/Female A is male B is female Different sex A is male, B is female Clothing Short hair/long hair Male (a valid characteristic of A) One is male, one is female Short pants/long pants He has a hat (but not: "a hat") One is wearing a cap, the other isn't Ways in which student may fail to earn a point: Answer that is clearly wrong (e.g., one is adult, one is child) Switch characteristics of A and B (e.g., A is female, B is male) Illegible response QUESTION #4 (p.1)- 1 point for No QUESTION #5 (p.1)- 1 point for Yes QUESTION #6 (p.2)- Max. 6 points 1 point each for placing the six pictures in the correct boxes.
c
D,E,G F, H
Note: Do not award points for A and B.
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QUESTION #7 (p.3) - max. 7 points 1 point for each of the seven labels correctly placed. Adult Child
Clothing Adult-Winter Child-Winter "season" O.K.
Summer Adult-Summer
NOTE: Do not award points for Age, Winter, and Child-Summer. 119
PART 2: CLASSIFYING MATERIALS Follow these procedures in the order in which they are written. QUESTION # 1 (P.4) 1) COLUMN GROUPS: (2 points) To get the 2 points for the column labels, the groups must meet TWO criteria a) Both groups must be part of the same variable. This means that the two groups in a column must be mutually exclusive. b) There must be corroborating evidence of student understanding. This can be demonstrated by any one of the following methods: 1. Does the PROPERTY label fit both groups? (e.g. the property "Size" fits the groups "Big" and "Small") If not, then 2. Are the LABELS INSIDE THE BOXES consistent with the column group labels? If NOT, then 3. Are the MATERIALS in each column sorted in a way that is consistent with the group label for that column? ( It does not have to be perfect.) 50% RULE: If 50% or more of the materials in a column fit the label for that column, then it corroborates the column label. Both labels must be corroborated for the student to get credit for the group labels. "DEAD" RULE: If student uses dead/living (alive) for groups, deduet 1 point for groups and read "dead" as "inorganic" (but "dead" & "never living" are OK as groups). 2) COLUMN PROPERTY: (1 point) Both column groups must fit the property. MAMMAL RULE: Student does not receive a point if he or she uses the same label for a group and for the corresponding property, unless student says "OR," uses a question mark, or somehow recognizes a dichotomy between the groups in the property label. For example, "mammal" is not OK, but "mammal or not mammal" is OK. NOTE: If a student uses the same property or group labels for the rows and columns, he/she can only receive points once. 3) ROW GROUPS: (2 Points) Same criteria as column groups (see above). 4) ROW PROPERTY (1 points) Both row groups have to fit the property (see above). 5) BOX LABELS: (1 point each up to 4 points) Each inside box label must match its outside row AND column group labels. Close synonyms are acceptable (e.g., outside group label is "Big" and the corresponding box label says "large," is OK).
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6) MATERIALS: (1 point each up to 8 points) Does the material fit the box? Give first priority to the outside group labels. Materials placed in more than one box cannot receive a point. A student can get all 8 points for materials only if every box has at least one material. If this rule is not satisfied, but all the materials are classified properly, then assign a score of "7" for materials. See page 13 "Chart for Scoring Materials" for guidelines on how to score each object. "Remember, a student can get points here even if he or she did not get points for the groups (see "Special Cases," p.5). QUESTION # 2 (P.5) - 1 point Student receives 1 point if his or her response is accurate relative to his or her own classification system. Student must identify a box or boxes, or give valid reasons for not placing the object in a box. GIVE POINT IF ANY OF THE STUDENTS EXPLANATION CONTAINS ANY OF THE FOLLOWING: A) A unique box label that is valid (applies to characteristics of the pencil) - for example, comes from trees. b) Row and column labels that are valid - for example, smooth and not alive. c) Box number AND either row or column label, both of which are valid. d) Student mentions more than one box and gives valid reason for why the object fits into each box - for example, can go in Box 1 (organic/big) or Box 2( inorganic/big). e) Student says object doesn't fit any box and gives valid reason that is consistent with his or her system. Give the student a point if the explanation satisfies one or more of the rules above. A student who does not receive a point is most likely to: a) Provide a box number only, with no reason (needs at lease one word) b) Put object in a box and provide a reason that is inconsistent with his or her labels or classification system. c) Mention a row or column without specifying a particular box or stating why both boxes would be applicable. If there is an internal conflict ( e.g., fits box label but not row and column labels), student gets the benefit of the doubt and receives a point.
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SPECIAL CASES: a) One or both sets of groups labels do not constitute levels of a variable (e.g., big and dark). AND b) Student has a valid cross-classification within the table.
Ways in which this may occur: Outside labels do not represent levels of a variable, but student uses these to create a cross-classification inside the table and this cross-classification makes sense. (See examples lA & 1B in this handout.) SCORING: No points for group labels that are not levels of a variable. 1 point awarded for each correct box label (box label that contains each of the corresponding row and column labels) 1 point awarded for each properly classified material. Group labels are missing but the box labels show a valid cross-classification. (See examples 2A & 2B in this handout.) SCORING: No points awarded for groups or properties No points awarded for boxes 1 point awarded for each properly classified material Group labels conflict with the box labels inside the table, but the bnx labels and materials form a valid cross-classification with in the table. (See examples 3A & 3B in this handout.) SCORING: Points awarded for groups only if they can be corroborated by an appropriate property label No points awarded for boxes 1 point awarded for each properly classified material
IMPORTANT: In order for a student to receive points for materials in these special cases: a) For row groups that are not legitimate, there must be at least one properly classified material in each box in a row for student to get points for any materials in that row. For column groups that are not legitimate, there must be at least one properly classified material in each box in a column for student to get points for any materials in that column. b) 50% Rule: At least 50% of the materials in each row must fit that row, whether the student is using external labels or box labels. At least 50% of the materials in each column must fit that column. 122
Example 1A: 1 pair of legitimate groups, 1 pair of non-legitimate groups home ocean land
seaweed pine cone sea star bone alive shell fox fur size
smooth sand rock
Example IA: SCORING There is evidence of an internal cross-classification based on the materials in the boxes. Seaweed, sea star, and shell fit the ocean-alive box, pine cone, fur, and bone fit the land-alive box, sand fits the ocean-smooth box, and rock fits the land-smooth box. Therefore this represents one of our special cases. 1) Column groups FIRST, are both groups levels of the same variable? ocean and land are levels of a variable. SECOND, is there corroborating evidence? Step 1: Check property label. ocean and land are levels of home 2 points 2) Column property Do both column groups fit the property? ocean and land are levels of home 1 point 3) Row groups Are both groups levels of the same variable? alive and smooth are not levels of a variable 0 points 4) Row property No points for property because row groups are not levels of a variable. 0 points 5) Box labels Missing, so no points 0 points 6) Materials Does the material fit the box? we may award points for all 8 materials, as discussed above 8 points
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Variation of Example 1A: home ocean land
seaweed pine cone sea star bone aliveshell fox fur size
smoothsand rock
This student receives a score of 6 for materials. Student does not have at least 1 properly classified material in each box in the "smooth" row and therefore can receive no points for materials in that row. Student gets all 6 points for materials in the top row. (Remember, we can award points for the "land" column, even though there is not 1 material in each box, because it is part of a legitimate pair of groups.) 124
Example 1B: 2 non-legitimate pairs of groups
bi rou h shell sea star seaweed alive pine cone fur
smoothbone sand rock
This student receives 0 points for properties, groups, and boxes. Using the 50% rule, we see that there is a. cross-classification even though neither pair of groups is legitimate. Based on this student's system, and using our chart, we can award 6 points for materials (sea star, pine cone, shell, seaweed, bone, & sand).
Variation of example 1B:
bi rough shell sea star seaweed. alive pine cone fur
bone smooth rock
If sand is missing from box 4, student can get only 2 points for materials. The "rough" column does not contain at least 1 properly classified material in each of its boxes, and the "smooth" column does not contain at least 1 properly classified material in each of its boxes. Therefore we can award no points for any of the materials in the "rough" column or in the "smooth" row. This student receives points for star and pine cone.
t) 0 125
Example 2A: Group labels missing, but all 4 box labels form a valid cross- classification
animals
sea star fox fur bone shell plantsanimals-hard animals-soft pine cone sand rock seaweed
non-animals-hard non-animals-soft Example 2A: SCORING There is evidence of an internal cross-classification based on the box labels and the materials in the boxes. 1) Column groups Missing 0 points 2) Column property 0 points 3) Row groups Missing 0 points 4) Row property 0 points 5) Box labels Do not correspond to outside row and column labels 0 points 6) Materials Does the material fit the box? Based on this student's internal cross-classification, we may award points for all 8 materials. 8 points 126
Example 2B: No group labels, and one box label missing, wrong, or incomplete.
animals
sea star fox fur bone shell plantsanimals-hard animals-soft pine cone sand rock seaweed
non-animals-hard soft
If a box label is missing, incorrect, or incomplete, student receives no points for materials in that row or column. This student receives 3 points for materials (sea star, bone, & shell).
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Example 3A: Conflict between inside and outside labels, but all 4 boxes form a valid cross-classification big alive not alive fox fur shell seaweed sea star alivebone pine cone small smooth-alive rough-alive -
rock sand not alive smooth-not alive rough-not alive Example 3A: SCORING This student has used the same group labels for rows and columns. These labels conflict with what is in the box labels. Because the box labels form a valid cross-classification, we may award points for materials. 1) Column groups FIRST, are both groups levels of the same variable? alive and not alive are levels of a variable SECOND, is there corroborating evidence? Step 1: Check property label. alive and not alive are not levels of big box labels do not corroborate these groups materials do not corroborate these groups 0 points 2) Column property Do both column groups fit the property? alive and not alive are not levels of big 0 points 3) Row groups FIRST, are both groups levels of the same variable? alive and not alive are not levels of small box labels corroborate group labels 2 points 4) Row property alive and not alive are not levels of small 0 points 5) Box labels Do not correspond to outside row and column labels 0 points 6) Materials Does the material fit the box? We may award points for all 8 materials, based on the internal cross-classification. 8 points 128
Example 3B: Conflict between inside and outside labels; 1 box label missing, incorrect, or incomplete big alive not alive fox fur shell seaweed sea star alivebone pine cone small smooth-alive rough-alive
rock sand not alive smooth-not alive
Because Box 4 label is missing, we cannot award points for any materials in that row or column. This student receives points for materials in box 1: 3 points for fur, seaweed, and bone.
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CHART FOR SCORING MATERIAL Ob'ects Y Z/N D E F X G W/M A SeaW Star Shell Bone Fur Cone Rock Sand Pen GROUPS: Beach Y Y Y Y N Y Y Y N Water/Ocean/Sea Y Y Y YNN Y Y N Land/Forest/Mountain N NN Y Y Y Y Y Y Desert N NNY NNY Y N Reproduce Y Y Y Y Y Y NNN Not Reproduce N NY NY NY Y Y Living/Once Live Y Y Y Y Y Y NNY Growing/Organic Y Y Y Y Y Y NN Y Not-Living Y NNNNN Y Y Y In-organic/Mineral Y NNNNN Y Y Y Dead* (see dead rule) Y NNNNN Y Y Y Natural Y Y Y Y Y Y Y Y N Man Made Y NNNN NNN Y Sharp Y Y NNY NNN Blunt NNY NNY N Y Prickly Y Y NNY NNN Rough/Coarse Y Y NN Y N Y N Smooth NN Y Y N Y Y Y Bumpy Y Y Y N Y N Y Y Hard Y Y Y N Y Y Y Y Soft NNNY NN Y N Smelly Y Y Y Y Y NNN Not Smelly NY NY N Y Y Y Breakable Y Y Y N Y Y N Y Jagged Y Y Y N N Y NNN Pointy Y Y Y N N Y NN Y Curved/Round Y N Y Y Y Y Y NY Straight N N N Y Y NNN Y Long Y N N Y Y NNN Y Flat Y N N N Y NYYN Animal/Active N Y Y Y Y NNNN Plant Y N N N N Y NN Y Human N N N Y NNNNN Not Human Y Y Y Y Y Y Y Y Y Whole Y Y N N N Y Y Y Y Part Y N Y Y Y Y NNN Fell Off Something Y N Y N Y Y NNN In Bag Y N N N Y NN Y N Colorful Y Y Y N Y NNN Y Dull N N Y Y Y Y Y Y N Flexible Y N N N Y Y NY N Not Flexible N Y Y Y N Y Y Y Y Fake (not real) Y N N N NNNNN Big/Small Cone > Star > Shell > Bone = SeaW > Rock > Fur = Sand Heavy/Light Sand > Shell = Rock > Star = Cone > Bone > SeaW > Fur Dark/Light(Bright) Rock > Cone > SeaW > Fur = Sand = Star = Bone > Shell * Dead Rule -- If Dead/Alive (Living), deduct 1 point for groups and read "dead" as "inorganic" Y = 1 point if student cross-classifies it this way Everything is "real" except Seaweed (which is "fake") AM/PMRaterRater Name: ID Number: (RAND use only) Rater Answer Form --Instructions: Classification Circle the number of Materials of points awarded for each question. Date: Starting Time: July , :1993 ID Number Student 1I 0Item 21 2 3 1 I 0 4 1 I 0 5 1 0 1 2Item 63 4 5 6 0 1 2 Item 3 7 4 5 6 7 ertiesProp-0 1 2 0 Groups 1 2 3 4 I 0 Boxes1 2 3 4 I 0 1 2Animals 3 4 5 6 7 8 I 2 -42 0 1 2 00 11 0 1 0 1 0 11 2 3 4 5 6 0 1 2 3 4 55 6 7 00 1 2 0 1 2 33 4 0 1 2 3 4 0 1 22 3 4 5 66 7 8 0 1 -42-42 00 1 2 0 1 00 1 0 1 00 11 22 3 4 5 6 00 1 2 33 4 5 6 7 0 11 2 0 1 2 3 4 0 11 2 3 4 0 11 2 3 4 5 6 7 8 0 10 1 -42 0 1 2 0 1 0 1 0 1 0 1 2 3 4 5 6 0 1 2 3 4 55 6 7 00 1 2 00 1 22 3 4 00 1 2 3 4 00 1 22 3 4 5 66 7 8 0 1 -42-42 0 1 22 0 1 0 11 0 1 00 11 2 3 4 5 6 0 1 2 3 4 5 6 7 0 11 2 0 1 2 3 4 0 11 2 3 44 0 1 2 3 4 5 6 7 88 0 10 1 -42 00 1 2 0 1 0 1 00 1 0 1 2 3 4 5 66 0 1 2 3 4 5 6 7 00 1 2 00 11 22 33 4 0 1 2 3 4 0 1 2 3 4 5 6 7 8 0 1 -42 0 11 22 00 11 00 1 0 11 00 11 22 33 44 55 6 00 1 22 33 44 55 66 77 0 1 22 0 1 2 3 4 00 1 22 3 4 0 1 2 33 44 55 66 7 88 0 1 -42 0 11 2 0 11 0 1 0 11 0 1 2 3 4 5 66 0 1 2 3 4 5 6 77 0 1 2 0 11 2 3 4 00 1 2 3 4 00 1 22 33 4 5 66 77 8 0 1 -42 0 1 2 00 1 00 11 0 1 0 1 2 33 44 5 6 00 1 22 33 4 5 6 7 0 1 2 0 1 2 3 4 0 11 2 3 4 0 1 2 3 44 5 6 7 88 0 1 -42 01.20 1 2 0 1 0 1 00 1 00 1 2 3 4 5 6 0 1 22 3 4 55 6 77 00 1 2 00 1 2 33 44 00 1 2 3 4 00 1 2 3 4 5 66 7 8 0 10 1 .) -42 0 1 2 0 1 0 11 0 1 0 1 22 33 4 55 6 0 11 2 3 4 5 6 7 0 1 2 0 1 22 3 4 0 11 2 33 4 0 11 2 3 44 65 6 77 8 0 1 -42 0 1 2 0 1 0 1 0 1 00 1 2 3 4 5 6 00 1 2 3 4 5 66 77 0 11 2 0 1 2 3 44 00 1 2 3 4 00 1 22 3 4 5 66 7 8 0 1 131
SCORING GUIDE: MATERIALS - CLASSIFICATION - 1994 7th and 8th GRADE PART 1: Classifying People QUESTION #2 (p.1)- max. 2 points 1 point for each valid similarity listed by the student, including: sitting, tired, in chairs, hand on knee, wearing shoes. Not acceptable: people, humans, homosapiens, both have eyes (ears, arms, etc.). Student must clearly indicate two distinct similarities (e.g. "they are both sitting in chairs" would only get one point, but "both sitting, both in chairs" would get 2 points). QUESTION #3 (p.1)- 1 point 1 point for any valid difference. For example, award a point if student answers: Gender Male/Female A is male B is female Different sex A is male, B is female Clothing Short hair/long hair Male (a valid characteristic of A) One is male, one is female Short pants/long pants He has a hat (but not: "a hat") One is wearing a cap, the other isn't Ways in which student may fail to earn a point: Answer that is clearly wrong (e.g., one is adult, one is child) Switch characteristics of A and B (e.g., A is female, B is male) Illegible response QUESTION #4 (p.1)- 1 point for No QUESTION #5 (p.1)- 1 point for Yes QUESTION #6 (p.2)- Max. 6 points 1 point each for placing the six pictures in the correct boxes.
C
D, E, G F, H
Note: Do not award points for A and B. 132
QUESTION #7 (p.3) - mwc. 7 points 1 point for each of the seven labels correctly placed. Adult Child
Clothing Adult-Winter Child-Winter "season" O.K.
Summer Adult-Summer
NOTE: Do not award points for Age, Winter, and Child-Summer. 133
PART 2: Classifying Materials COLUMN MATERIALS SCORE (max. 8 pts.) Count the number of materials that agree with their column labels. If a material is in more than one box, count it only once (but in the box that maximizes the score). Award no points for materials in a column with a missing or unacceptable label. Unacceptable labels include: things, objects, nature, items, and stuff. If one column has a legitimate label (such as "ocean") and the other column does not (such as "nature") then count all the materials the student properly placed in the ocean column. If student used a continuous variable for the groups (size, weight, or brightness), refer to the bottom of the "crib" sheet. Check for misclassifications by dividing the order on the sheet at the same point as the student split it. For example, if the student has 3 "dark" objects and 5 "light" ones, the dark objects should match the first 3 on the crib sheet-- rock, cone, and seaweed. If student has 4 dark and 4 light, the 4th dark one could be Fur, Sand, Star or Bone. Example: Student says "rock, cone, and fur" are dark and "seaweed, sand, star, bone, and shell" are light. Assign 2 pts for dark column and 4pts for light column for a total of 6. If the student attempted to complete this part using "people" from the first envelope, assign O's to the rest of the student's answers. ROW MATERIALS SCORE (max. 8 pts.). Count the number of materials that agree with their row labels. Follow the same rules as for columns. Obtain a row score for each legitimate group even if the row group label is the same as a column group label. DEAD RULE: If student labels groups as "dead and living" (or dead and alive), then read the word "dead" as if it were "inorganic"--none of the materials are currently alive (so "alive" means "once living"). BOXES FILLED. Assign a 1 if there is at least one material in each box. Assign a 0 if one or more boxes are empty. If a material is used twice and both times it is the only material in its box, then assign a 0. INSIDE LABEL SCORE (max. 4 pts.) 1 point for each inside label that signifies membership in two different groups (e.g. "land and rough"). Group names need not agree with their column and row labels, but must be valid in and of themselves. That is, unacceptable labels for rows and columns are not allowed, and the two groups must form a dichotomy. 134
OUTSIDE LABEL SCORE (max. 4 pts.) 1 point for each of the following: - Column GROUPs are mutuallyexclusive - Row GROUPSs aremutually exclusive - Co limn PROPERTY fits its two groups - Row PROPERTY fits its two groups Award 1 point for GROUPS if the same names are used for the columns and rows. Award 1 point for PROPERTY if the same one is used twice. Do not award points for property names that do not accurately generalize the groups/variable levels in question: For example, "growth" is not an adequate property for the groups, "forest" and "ocean," but "place" is. OR RULE: Assign no points for a property if the group label is the same as the property label UNLESS the student uses the word "or," a question mark, or otherwise recognizes a dichotomy between groups in the property label (e.g., 1 point if the groups are "land" and "sea" and the property label is "land or sea", "land or not land", or "land/sea"). TWO-WAY CLASSIFICATION SYSTEM SCORE (max. 4 pts.) Assign a 0 if one or both of the following occurred: (1) There is not one properly cross-classified material in at least 3 of the 4 boxes. (2) Student did not get both points for OUTSIDE column and row labels-- OR-- student did not get all 4 points for inside labels. Otherwise, initially assign a score of 4. Deduct 1 point for each inside label that does not correspond to its outside row and column labels (maximum deduction is 2 points), but close synonyms are OK (such as "big" and "large")--no deduction if inside labels are missing. Deduct 1 point for each material that is improperly classified.
161 135
Example 1: 4 boxes missing row and inside labels, fur misclassified place land sea
bone seaweed cone shell, fur star
rock sand 3 right 4 right
Column = 7 Row = 0 Boxes = 1 Inside = 0 Outside = 1 System = 0
Example 2: fur in right row, but wrong column; 1 property and all 4 inside'. missing place land sea bone seaweed alivecone shell, fur 6 right star
deadrock sand 2 right 3 right 4 right
Column = 7 Row = 8 Boxes = 1 Inside = 0 Outside = 3 System = 4-3=1
Example 3: shell misclassified, no inside labels place land sea
bone shell smoothfur 2 right rock sand star roughcone seaweed 5 right 5 right 3 right
Column = 8 Row = 7 Boxes = I. Inside = 0 Outside = 4 System = 4-1=3 136
Example 4: sand and rock missing, no inside labels, row property does not fit its groups place land sea
cone seaweed plant 2 right texture fur shell animalbone star 4 right 3 right 3 right
Column = 6 Row = 6 Boxes = 1 Inside = 0 Outside = 3 System = 4
Example 5: 1 empty box, no inside labels, property labels do not match group type bones & fur no bones or fur seaweed plant cone 2 right texture fur star animalbone shell 4 right 2 right 4 right
Column = 6 Row = 6 Boxes = 0 Inside = 0 Outside = 2 System = 4
163 137
Example 6: No outside labels, 2 misclassified materials animals seaweed starfish sand shell 3 right sea SEA PLANTS SEA ANIMALS
cone fur rock bone 3 right
LAND PLANTS LAND ANIMALS 2 right 4 right Column = 6 Row = 6 Boxes = 1 Inside = 4 Outside = 0 System = 4-2=2
Example 7: Living/dead and "sea animals" get points where found bones & fur sea things bone seaweed livingfur star 4 right
LIVINGANIMAL SEATHINGS
rock, sand shell deadcone 2 right
OTHER SEA ANIMALS 2 right 3 right Coluran = 5 Row = 6 Boxes = 1 Inside = 1 Outside = 1 System = 0
Example 7: -2 for inside not matching outside habitat land sea bone seaweed fur star shell yes 5 right alive? BONES&FUR SEATHINGS rocks cone sand no 2 right LAND PLANTS DEADTHINGS 3 right 5 right Column = 8 Row = 7 Boxes = 1 Inside = 0 Outside = 1 System = 4-2=2
164 138
QUESTION #2 (p.5) - 1 point Student receives 1 point if his or her response is accurate relative to his or her own classification system. Student must identify a box or boxes, or give valid reasons for not placing the object in a box. GIVE 1 POINT IF THE STUDENT'S EXPLANATION CONTAINS ANY OF THE FOLLOWING: a) A unique box label that is valid (applies to characteristics of the pencil) - for example, comes from trees b) Row and column labels that are valid - for example, smooth and not alive c) Box number AND either row or column label, both of which are valid d) Student mentions more than one box and gives valid reason for why the object fits into each box - for example, can go in Box 1 (organic/big) or Box 2 (inorganic/big) e) Student says object does not fit any box and gives valid reason that is consistent with his or her system. The argument that the object doesn't fit because ALL of the cells in the table have some given property is acceptable: For example, "all of the things in my table are natural, and the pencil is man-made."
A student who does not receive a point is most likely to: a) Provide a box number only, with no reason (needs at least one word) b) Put object in a box and provide a reason that is inconsistent with his or her labels or classification system c) Mention a row or column without specifying a particular box or stating why both boxes would be applicable. If there is an internal conflict (e.g., fits box label but not row and column labels), student gets the benefit of the doubt and receives a point.
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8. Acids and BasesVinegar
The Acids and Bases shell tasks were designed by the University of California, Santa Barbara, and a team from Stanford University and the Far West Laboratory. The tasks were administered to eighth-grade students in 1994.
The shell for these tasks has two parts: (1) performing and interpreting and (2) application. The shell describes a situation in which students must conduct an experiment to solve a problem involving a single independent variable--pH in this caseand apply the results to a practical situation. The shell also describes three versions of the task at different levels of inquiry.
"Discovery," in which the student must design and perform an experiment. "Recipe," in which the student is guided through the experiment. "Text," in which the student reads about an experiment conducted by another but does not use any apparatus.
Each group works independently to develop a task. The vinegar task developed by the Stanford University/Far West Laboratory team involves deciding which of three solutions of unknown pH will neutralize a fourth solution of unknown pH. Students have to apply this process to a problem involving a vinegar and an unknown vinegar solution.
A list of the solution concentrations used in the tasks follows the task forms.
The components of the vinegar task will be found on the following pages: Shell (Tables 8, 9) 142 Equipment (Figure 10) 145 Acids and BasesVinegar, Tasks, Foim D 146 Acids and BasesVinegar, Tasks, Form R 154 Acids and BasesVinegar, Tasks, Form T 161 Scoring Guides 169 Rater Answer Forms 181 142
Table 8 Performing and Interpreting Item Shell: Comparative Experiment
STEP TEXTUAL RECIPE DISCOVERY 1 Describe and illustrate equipment. Provide equipment. Provide equipment. Describe independent variable A. Provide independent Provide independent , variable A. variable A.
Provide irrelevant Provide irrelevant variable(s). variable(s). Describe how Describe how equipmentDescribe how equipment equipment is used. is used. is used. 9 Introduce variable Introduce variable names.Introduce variable names. names. 10 Include diagrams. Include diagrams. Include diagrams. 11 Let students practice Let students practice with the equipment. with the equipment. 12 Provide a problem Provide a problem Provide a problem involving independentinvolving independent involving independent variable A. variable A. variable A. 13 Include illustration. 14 Ask students to Ask students to describeAsk students to describe describe what they what they will be lookingwhat they will be looking will be looking for to for to solve the problem for to solve the problem solve the problem involving independent involving independent involving independentvariable A. variable A. variable A. 15 Provide step by step description of an experiment which solves the problem involving independent variable A. 16 Provide illustration. 143
Table 8 Performing and Interpreting Item Shell: Comparative Experiment (Coned.)
17 Provide step-by-step instructions on how to conduct experiment to solve the problem involving independent variable A. 18 Ask students to conduct an experiment to solve the problem or test hypothesis involving independent variable A. 19 Ask students to take Ask students to take notes as they conduct notes as they conduct their experiment, their experiment. 20Describe results. 21Ask students to Ask students to Ask students to synthesize their results synthesize their results synthesize their results in a labeled table / graphin a labeled table / graphin a labeled table / graph / diagram given to them / diagram given to them/ diagram given to them in order to show the in order to show the in order to show the relationship between relationship between relationship between variable A and the variable A and the variable A and the outcome. outcome. outcome. 22 Ask students to write down the steps they took to conduct their experiment. 23Ask students: Ask students: Ask students: to draw a conclusion to draw a conclusion to draw a conclusion about the experiment about the experiment about the experiment and the relationship and the relationship and the relationship found, found. found. 24Ask students to draw a Ask students to draw a Ask students to draw a general conclusion aboutgeneral conclusion aboutgeneral conclusion about the relationship the relationship the relationship involving independent involving independent involving independent variable A. variable A. variable A. 25END END END 144
Table 9 Application Item Shell: Comparative Experiment
STEP TEXTUAL RECIPE DISCOVERY 1 Provide a concrete, Provide a concrete, Provide a concrete, meaningful context. meaningful context. meaningful context. Create a scenario whichCreat3 a scenario which Create a scenario which involves the scientific involves the scientific involves the scientific concept of interest, concept of interest, concept of interest. Provide either a "pure Provide either a "pure Provide either a "pure science" problem (e.g., science" problem (e.g., science" problem (e.g., description, description, description, measurement measurement measurement classification) or a classification) or a classification) or a problem of practical problem of practical problem of practical interest (e.g., water interest (e.g., water interest (e.g., water pollution) whose solutionpollution) whose solutionpollution) whose solution can be accomplished by can be accomplished by can be accomplished by using part or all of the using part or all of the using part or all of the knowledge previously knowledge previously knowledge previously taught on the same taught on the same taught on the same domain of science domain of science domain of science knowledge. knowledge. knowledge. Ask students to suggest Ask students to suggestAsk students to suggest possible alternative possible alternative possible alternative solutions. solutions. solutions. END END END , - A Acttr.14 A = Atirw dALT.4* 4 t > ' Mk 4 4 ' ' ' '' '' ' -`'.. ".:°> ""'"- 4 1 4 '14.' A i :4 , S N'Ve ' 1 ': " ',..."'' ' , ' 4'0 Pe.q."'."7, ... ' . : ",/,, (` ,',.; , . A ' . * 71,1s,,7,4"s...7...... ):1 , " ' a" - 7 1.,.../t< . <1, 4. 4'1,.,,,, '3' ' .:.s.. 411:4 ., .... o k,-, ...Z.', -, ' .., 4,:" i ' - ' , Cithtla a "'. i z-kcit';',--,:,'-., - ,y,:k4.1, ie ; a ' ),,,"; ' &Ito i Mt. A -- ' - or Onivo. - "-- not ThaitiiiiitwA 4 4 At - con 2" cesvor 4:1614- = - v2.,;(--i, - '-', ,""--`;-` t, - - .t. t" V" *Wm.* Y. * I '' 4*, p- *a , :,?= - s ..1.4,-.- , * a Armow at "' , I ,, "74 " - :tft ttt tt "".> ;7.; , , Figure 10Equipment for Acids and BasesVinegar . BEST COPY AVAILABLE t 146
Task page 1 Name: Teacher: First Last Please circle one:Male Female Date of birth: Month Day Year Acids and Bases - Form D EQUIPMENT: You will need the following materials. Raise your hand if you are missing any of these materials: 1 bottle labeled INDICATOR 3 plastic cups 1 bottle labeled BASE X 1 placemat 1 bottle labeled ACID A Safety goggles 1 bottle labeled ACID B Paper towels for spills 1 bottle labeled ACID C Every solution is an acid, a base, or neutral. Acids and bases are chemical opposites of each other. Solutions that are neither acids or bases are neutral. Chemists use numbers to indicate the strengths of acids and bases. The numbers go from 1 to 14. Strong acids have low numbers and strong bases have high numbers. Neutral solutions are in the middle. Chemists use a solution called Universal Indicator to identify acids and bases. Universal Indicator changes color when mixed with an acid or base. The Universal Indicator Color Guide shows that Universal Indicator turns red when it is added to a strong acid, it turns purple when it is added to a strong base, and it turns yellowish-green when it is added to a neutral solution. UNIVERSAL INDICATOR COLOR GUIDE Strong Weak Neutral Weak Strong Acid Acid Base Base
1 2 3 4 5 6 7 8 9 10 11 12 1314 YELLOWISH RED RED ORANGE YELLOW GREEN GREEN BLUE PURPLE PURPLE All acids in the range of 1 to 4 turn the indicator red. All bases in the range of 11 to 14 turn the indicator purple. Today you will learn how to test if one acid is stronger than another even if they both turn the indicator the same color. PART 1: READING THE SCALE la. Which acid is stronger -- one that turns Universal Indicator orange or one that turns Universal Indicator yellow?
lb. Which base is stronger -- one that turns Universal Indicator blue or one that turns Universal Indicator purple?
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Task page 2 PART 2: NEUTRALIZING ACIDS AND BASES Read the directions carefully and follow all the steps. Then answer the questions clearly and completely.
The color of the Universal Indicator can be used to show what happens when an acid and a base are mixed. If you mix the right amounts of an acid and a base you can obtain a neutral solution (yellowish-green color). Because the solution becomes neutral, chemists say acids and bases can neutralize one another.
To see how this is done, follow these steps
Step 1: Gently squeeze 7 drops of Indicator into Cup 1.
Step 2: Add 7 drops of Base X to the solution in Cup 1.Gently swirl the cup to mix the solutions, observe the color, and record the color on the line for 0 drops in Table 1.
Step 3: Add 1 drop of Acid A to the solution in Cup 1. Gently swirl the cup to mix in the acid, observe the color, and record the color on the line for 1 drop in Table 1.
Step 4: Continue adding 1 drop of Acid A at a time to the solution until you have addei 8 drops. After each drop, swirl the solution, observe the color, and record the color in Table 1.
Table 1 DROPS OF ACID A ADDED COLOR OF SOLUTION 0 (Base X + Indicator only) 1 2 3 4 5 6 7 8
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Task page 3 2a. Look at the sequence of colors in Table 1. Compare it to the Universal Indicator Color Guide on your placemat. How did the solution in Cup 1 change as drops of Acid A were added?
2b. How many drops of Acid A did it take to turn the solution yellow?
2c. Suppose you conducted the same experiment with a stronger acid and recorded the colors in a table. How would the results in this new table be the same or different than those in Table 1? Explain your answer.
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Task page 4 PART 3: TESTING ACID STRENGTH
In Part 1 you learned how to neutralize a base with an acid. Now you need to use this procedure to find out WHICH ACID IS STRONGER - ACID B OR ACID C.
You will NOT be given directions to follow to answer this question. Instead, ,ise the materials you have been given to plan your own experiment to tell which is stronger -- Acid B or Acid C.
3a. Now carry out your experiment. Use the space below to make a table or chart to record the results and then fill it in as you work. 150
Task page 5
Table 2
DROPS OF ACID COLOR OF COLOR OF ADDED SOLUTION -- USING SOLUTION -- USING ACID B ACID C
0 (Base X + Indicator only)
5
7
8
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Task page 6 3b. Write down and number the steps you followed as you conducted your experiment. Be specific, so another student in your class could conduct the experiment exactly as you did. For example, if you mixed solutions together, tell how much of each solution you used.
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Task page 7 PART 4: ANALYZING RESULTS 4a. Fill in the following blank spaces based on the results of your experiment. drops of Base X + drops of Acid B = neutral solution drops of Base X + drops of Acid C = neutral solution 4b. Which acid is stronger -- Acid B or Acid C?
4c. How do you know this?
4d. Vinegar is a household acid that can be used in cooking. Most vinegars in the United States are diluted to make a 5% solution, but vinegars in Europe are made into a slightly stronger 6% solution. Chef Andrea uses both types of vinegars in her restaurant. There are three bottles of vinegar on her shelf. One is marked 5% and one is marked 6%. The label has fallen off the third bottle of vinegar. She wants to know if the third bottle is 5% or 6% vinegar. How could she use the equipment you used to figure out the strength of the vinegar in the third bottle?
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1 8 1 153
Task page 8 4e. Sally has a bottle of Base Y and a bottle of Base Z. To find out which base is stronger: she puts 7 drops of Base Y, 7 drops of Indicator, and 10 drops of Acid B into a cup. The solution in the cup tu -ns red. Into a new cup she puts 7 drops of Base Z, 7 drops of Indicator, and 10 drops of Acid B. The solution in this cup turns yelluw. Which base is stronger--Base Y or Base Z?
Base Y + Base Z + Indicator + Acid B Indicator + Acid B
4f. How do you know this? 154
Task page 1 Name: Teacher: First Last Please circle one:Male Female Date of birth: / / MonthDay Year Acids and Bases - Form R EQUIPMENT: You will need the following materials. Raise your hand if you are missing any of these materials: 1 bottle labeled INDICATOR 3 plastic cups 1 bottle labeled BASE X 1 placemat 1 bottle labeled ACID A Safety goggles 1 bottle labeled ACID B Paper towels for spills 1 bottle labeled ACID C Every solution is an acid, a base, or neutral. Acids and bases are chemical opposites of each other. Solutions that are neither acids or bases are neutral. Chemists use numbers to indicate the strengths of acids and bases. The numbers go from 1 to 14. Strong acids have low numbers and strong bases have high numbers. Neutral solutions are in the middle. Chemists use a solution called Universal Indicator to identify acids and bases. Universal Indicator charyes color when mixed with an acid or base. The Universal Indicator Color Guide shows that Universal Indicator turns red when it is added to a strong acid, it turns purple when it is added to a strong base, and it turns yellowish-green when it is added to a neutral solution. UNIVERSAL INDICATOR COLOR GUIDE Strong Weak Neutral Weak Strong Acid Acid Base Base
1 2 3 4 5 6 7 8 9 10 11 12 1314 YELLOWISH RED RED ORANGE YELLOW GREEN GREEN BLUE PURPLE- PURPLE All acids in the range of 1 to 4 turn the indicator red. All bases in the range of 11 to 14 turn the indicator purple. Today you will learn how to test if one acid is stronger than another even if they both turn the indicator the same color. PART 1: READING THE SCALE la. Which acid is stronger -- one that turns Universal Indicator orange or one that turns Universal Indicator yellow?
lb. Which base is stronger -- one that turns Universal Indicator blue or one that turns Universal Indicator purple?
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1 S 3 155
Task page 2 PART 2: NEUTRALIZING ACIDS AND BASES
Read the directions carefully and follow all the steps. Then answer the questions clearly and completely. The color of the Universal Indicator can be used to show what happens when an acid and a base are mixed. If you mix the right amounts of an acid and a base you can obtain a neutral solution (yellowish-green color). Because the solution becomes neutral, chemists say acids and bases can neutralize one another. To see how this is done, follow these steps
Step 1: Gently squeeze 7 drops of Indicator into Cup 1.
Step 2: Add 7 drops of Base X to the solution in Cup 1. Gently swirl the cup to mix the solutions, observe the color, and record the color on the line for 0 drops in Table 1.
Step 3: Add 1 drop of Acid A to the solution. Gently swirl the cup to mix in the acid, observe the color, and record the color on the line for 1 drop in Table 1.
Step 4: Continue adding 1 drop of Acid A at a time to the solution until you have added 8 drops. After each drop, swirl the solution, observe the color, and record it in Table 1.
Table 1
DROPS OF ACID A ADDED COLOR OF SOLUTION 0 (Base X + Indicator only) 1 2 3 4 5 6 7 8
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Task page 3 2a. Look at the sequence of colors in Table 1. Compare it to the Universal Indicator Color Guide on the placemat. How did the solution in Cup 1 change as drops of Acid A were added?
2b. How many drops of Acid A did it take to turn the solution yellow?
2c. Suppose you conducted the same experiment with a stronger acid and recorded the colors in a table. How would the results in this new table be the same or different than those in Table 1? Explain your answer.
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Task page 4 PART 3: TESTING ACID STRENGTH In Part 1 you learned a technique for neutralizing a base with an acid. Now you need to add drops of acid to the base in separate cups to find out WHICH ACID IS STRONGER - ACID B OR ACID C.
Use Cup 2 and Acid B, as follows:
Step 1: Put 7 drops of Indicator into Cup 2.
Step 2: Add 7 drops of Base X to the solution in Cup 2, observe the color, and write it in Table 2.
Step 3: Add 1 drop of Acid B, mix the solution, and write the color in Table 2.
Step 4: Continue adding Acid B, drop by drop, until you have added 8 drops. After each drop mix the solution, observe the color, and write it in Table 2.
Use Cup 3 and Acid C, as follows:
Step 5: Put 7 drops of Indicator into Cup 3.
Step 6: Add 7 drops of Base X to the solution in Cup 3, observe the color, and write it in Table 2.
Step 7: Add 1 drop of Acid C, mix the solution, and write the color in Table 2.
Step 8: Continue adding Acid C, drop by drop, until you have added 8 drops. After each drop mix the solution, observe the color, and write it in Table 2.
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Task page 5
Table 2
DROPS OF ACID COLOR OF COLOR OF ADDED SOLUTION -- USING SOLUTION -- USING
_ ACID B ACID C
0 (Base X + Indicator only)
1
2
3
4
5
6
7 8 _
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Task page 6 PART 4: ANALYZE:73- RESULTS 4a.Fill in the following blank spaces based on the results of your experiment. drops of Base X + d:ops of Acid B = neutral solution drops of Base X + drops of Acid C = neutral solution 4b. Which acid is stronger -- Acid B or Acid C?
4c. How do you know this?
4d. Vinegar is a household acid that can be used in cooking. Most vinegars in the United States are diluted to make a 5% solution, but vinegars in Europe are made into a slightly stronger 6% solution. Chef Andrea uses both types of vinegars in her restaurant. There are three bottles of vinegar on her shelf. One is marked 5% and one is marked 6%. The label has fallen off the third bottle of vinegar. She wants to know if the third bottle is 5% or 6% vinegar. How could she use the equipment you used to figure out the strength of the vinegar in the third bottle?
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Task page 7 4e. Sally has a bottle of Base Y and a bottle of Base Z. To find out which base is stronger: She puts 7 drops of Base Y, 7 drops of Indicator, and 10 drops of Acid B into a cup. The solution in the cup turns red. Into a new cup she puts 7 drops of Base Z, 7 drops of Indicator, and 10 drops of Acid B. The solution in this cup turns yellow. WIlich base is stronger--Base Y or Base Z?
Base Y + Base Z + Indicator + Acid B Indicator + Acid B
4f. How do you know this?
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Task page 1 Name: Teacher: First Last Please circle one:Male FemaleDate of birth: Month Day Year Acids and Bases- Form T Every solution is an acid,a base, or neutral. Acids and bases are chemical opposites of each other. Solutions thatare neither acids or bases are neutral. Chemists use numbers to indicate the strengths of acids andbases. The numbers go from 1 to 14. Strong acids have low numbersand strong bases have high numbers. Neutral solutionsare in the middle. Chemists use a solution called Universal Indicator to identifyacids and bases. Universal Indicator changes color when mixed withan acid or base. The Universal Indicator Color Guide shows that Universal Indicatorturns red when it is added to a strong acid, it turns purple when it is addedto a strong base, and it turns yellowish-green when it is added toa neutral solution. UNIVERSAL INDICATOR COLOR GUIDE Strong Weak Neutral Weak Strong Acid Acid Base Base 1 2 3 4 5 6 7 8 9 10 11 12 1314 YELLOWISH RED------RED ORANGE YELLOW GREEN GREENBLUE PURPLE------PURPLE All acids in the range of 1 to 4 turn the indicator red.All bases in the range of 11 to 14 turn the indicator purple. Todayyou will learn how to test if one acid is stronger than another even if they both turn the indicator thesame color. PART 1: READING THE SCALE la. Which acid is stronger-- one that turns Universal indical orange or one that turns Universal Indicator yellow? lb. Which base is stronger-- one that turns Universal Indicator blue or one that turns Universal Indicator purple?
PART 2: NEUTRALIZING ACIDS AND BASES An eighth grade student named Tony conductedan experiment using the following equipment: 1 bottle labeled INDICATOR 1 bottle labeled ACID A 1 bottle labeled BASE X 1 bottle labeled ACID B 3 plastic cups 1 bottle labeled ACID C GO TO NEXT PAGE
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Task page 2 Read Tony's experiment carefully. Then answer the questions clearly and completely.
The color of the Universal Indicator can be used to show what happens when an acid and a base are mixed. If you mix the right amounts of an acid and a base you can obtain a neutral solution (yellowish-green color). Because the solution becomes neutral, chemists say acids and bases can neutralize one another.
To see how this is done, Tony followed these steps
Step 1: Tony put 7 drops of Indicator into Cup 1. The color was yellowish-green.
Step 2: Tony added 7 drops of Base X to the solution in Cup 1. The color turned purple. He wrote the color in Table 1.
Step 3: Tony added 1 drop of Acid A, mixed the solution, observed the color, and wrote it in Table 1. He continued adding Acid A, drop by drop, until he had added 8 drops. After each drop he mixed the solution, observed the color, and wrote it in the table.Here is the color he s after each drop:
Base X 1st 2nd 3rd 4th 5th 6th 7th 8th + Indicatordrop drop drop drop drop drop dro dro S. Sp Op Here is the information Tony wrote in the table: Table 1 DROPS OF ACID A ADDED COLOR OF SOLUTION 0 (Base X + Indicator only) Purple . Blue 2 Greenish-blue 3 Green 4 Yellowish-green 5 Yellow 6 Orange 7 Red Red
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Task page 3 2a. Look at the sequence of colors in Table 1. Compare it to the Universal Indicator Color Guide on the first page. How did the solution in Cup 1 change as drops of Acid A were added?
2b. How many drops of Acid A did it take to turn the solution yellow?
2c. Suppose you conducted the same experiment with a stronger acid and recorded the colors in a table. How would the results in this new table be the same or different than those in Table 1? Explain your answer.
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PART 3: TESTING ACID STRENGTH In Part 1 Tony learned a technique for neutralizing a base with an acid. Next he did an experiment to find out WHICH ACID IS STRONGER - ACID B OR ACID C. Task page 4 First, he used Cup 2 and Acid B, as follows:
Step 1: Tony put 7 drops of Indicator into Cup 2.
Step 2: Tony added 7 drops of Base X to the solution in Cup 2, observed the color, and wrote it in Table 2.
Step 3: Tony added 1 drop of Acid B, mixed the solution, and wrote the color in Table 2.
Step 4: He continued adding Acid B, drop by eirop, until he had added 8 drops. After each drop he mixed the solution, observed the color, and wrote it in Table 2.
Then, he used Cup 3 and Acid C, as follows:
Step 5: Tony put 7 drops of Indicator into Cup 3.
Step 6: Tony added 7 drops of Base X into th solution in Cup 3, observed the color, Ind wrote it in Table 2.
Step 7: Tony added 1 drop of Acid C, mixed the solution, and wrote the color in Table 2.
Step 8: He continued adding Acid C, drop by drop, until he had added 8 drops. After each drop he mixed the solution, observed the color, and wrote it in Table 2. 165
Task page 5 Here are the results of Tony's experiment: Table 2
DROPS OF COLOR OF COLOR OF ACID ADDED SOLUTION -- SOLUTION -- USING ACID B USING ACID C
Base X + Purple Purple Indicator only
1 Blue Bluish-purple
2 Yellowish-green Blue
3 Orange Bluish-green
4 Orange-red Green
5 Red Green
6 Red Yellowish-green
7 Red Yellow
8 Red Orange 3a. Which acid, B or C, took the most drops to turn the solution orange?
3b. About how many drops of Acid C would it take to turn the solution red?
3c. Explain why you chose this number.
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Task page 6
PART 4: ANALYZING RESULTS 4a.Fill in the following blank spaces based on the results of Tony's experiment. drops of Base X + drops of Acid B = neutral solution drops of Base X + drops of Acid C = neutral solution 4b. Which acid is stronger -- Acid B or Acid C?
4c. How do you know this?
4d. Vinegar is a household acid that can be used in cooking. Most vinegars in the United States are diluted to make a 5% solution, but vinegars in Europe are made into a slightly stronger 6% solution. Chef Andrea usesboth types of vinegars in her restaurant. There are three bottles of vinegar on her shelf. One is marked 5% and one is marked 6%. The label has fallen off the third bottle of vinegar. She wants to know if the third bottle is 5% or 6% vinegar. How could she use the equipment Tony used to figure out the strength of the vinegar in the third bottle?
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Task page 7 4e. Sally has a bottle of Base Y and a bottle of Base Z. To find out which base is stronger: She puts 7 drops of Base Y, 7 drops of Indicator, and 10 drops of Acid B into a cup. The solution in the cup turns red. Into a new cup she puts 7 drops of Base Z, 7 drops of Indicator, and 10 drops of Acid B. The solution in this cup turns yellow. Which base is stronger--Base Y or Base Z?
Base Y Base Z + Indicator + Acid B Indicator + Acid B
4f. How do you know this? 168
SOLUTION CONCENTRATIONS FOR ACIDS AND BASES VINEGAR
Indicator 50% Lab-Aids® Universal Indicator and 50% deionized water Base X 1.5 ml 5% ammonia and 8.5 ml deionized water Acid A 4 ml 5% vinegar and 6 ml deionized water Acid B 5% vinegar solution Acid C 4 ml 5% vinegar and 6 ml deionized water 1.69
VINEGAR DISCOVERY SCORING RUBRIC
PART 1 la1 pt Orange lb1 pt Purple
PART 2 Table 1 pt Color change in right direction: Blue - Green -Yellow - Orange. (No point for interval reversals of-, color, e.g Yellow to Green, unless correct pH sequence shown: pH takes precedence over color. Hyphenated color reversals are OK, e.g. blue-green is the same as green-blue: May be missing only 1 entry at most to receive a point). 3 color rule if student puts down 3 colors in one entry of table--if done once ignore if done twice no point for correct color change. 1 ptChange from base to neutral occurs at 5-7 drops of acid (color change to yellowish-green or from green to yellow/orange) 3 color rule: an entry with 3 colors cannot be considered the point where the base changed to neutral.
2a 1 ptColor change in right direction: Purple to Blue to Green to Yellow to Orange to Red; Purple to Red; right to left on color guide; dark to light to dark/ got lighter then darker; base to acid colors; colors go in opposite order on universal color guide. Answers must include a startpoint color and an endpoint. (Not acceptable: Colors became lighter, darker, brighter, bolder, different, light to dark, or dark to light). 1 ptAcidity change: base to acid; high to low pH; right to left on color guide; or solution neutralized and then turned to acid. Answers must include a startpoint (pH or base) and an endpoint (pH or acid). Note on 2a: If startpoint and endpoint are in different measures but are correct (e.g. solution went from Purple to Acid) give 1 point overall for 2a.. 170
2b DO NOT SCORE (the solution may go from yellowish-green to orange with a single drop)
2c 1 ptColors change faster; get to a specific color faster or with fewer drops; got to neutral faster or with fewer drops; final color would be closer to red; fewer in between colors or skipped colors. (Not acceptable: colors are different, brighter, lighter, darker, more intense, bolder; solutions are stronger or weaker; less colors or fewer colors). 1 ptSolutions would be more acidic; become acidic faster; the base will be neutralized quicker/with fewer drops of acid; solution balanced out quicker; end up with a strong or stronger acid.
PART 3 3a 1 ptClearly labeled place for recording data for Acids B & C. (Must say B & C: cannot say 1 & 2 or other labels). 1 ptIdentifies number of drops for each Acid used or to be used. (Requires 2 tables but they do not have to be labeled Acid B & C respectively).
1 ptRecorded color sequence for Acid B that goes from Base to Acid, e.g. Blue - Green - Yellow - Orange (May be missing ouly 1 entry at most to receive a point: May use pH numbers instead of colors. No point if obvious no Base X used, e.g. first color shows an acid solution: No point if reversed color interval). Use 3 color rule from Part 2. 1 ptRecorded color sequence for Acid C that goes from Base to Acid, e.g. Blue - Green - Yellow - Orange (May be missing only 1 entry at most to receive a point: May use pH numbers instead of colors. No point if clear no Base X used, e.g. first color shows an acid solution: No point if reversed color interval). Use 3 color rule from Part 2.
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1 ptColor change to neutral (or from base to acid) occurs more quickly for Acid B (No points if Acid A used or if clear no Base X used).
Addressing Unlabeled or Wrongly Labeled Tables or Charts
1. If tables labeled for Acids A and (B or C) then two point maximum: 1 point for number of drops and 1 point for correct color sequence for Acid B or C.
2. If 1 table labeled correctly (Acid B or C) and 1 table unlabeled then assume unlabeled table is labeled correctly with missing Acid. But penalty of 1 point: do not give point for clearly labeled place.
3. If both tables unlabeled or 1 table labeled Acid A and one table blank then 1 point maximum: 1 point possible for identifies number of drops.
Special Case for 3a 5 pt A bar chart, correctly labeled for the two acids and drops used, that shows how many drops to a specific color or pH.
3b 1 ptUse a clean cup (if mentioned at least once: must specifically say "clean cup", "new cup" or "cup 2" 1 ptFixed amount of Base X used 1 ptIndicator used 1 ptSame amount of acid added at a time (e.g 1 drop). 1 ptSwirl solution in cup (if mentioned at least once: can also say mix, stir, or shake).
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1 ptColor recorded after each drop. In place of color, student can also say pH, data, results, findings, or information. In place of recorded, student can also say written or noted (not acceptable is any verbthat does not imply writing results down such as observed or watched). 1 ptSame procedure done for both Acid B & C (Does not need to be correct procedure to earn this point). 1 ptCompare results for the two acids; note difference in outcomes such as number of drops of acid to get to neutral or a specific color or a specific pH level or note speed of color change or shift in pH level; note which acid is stronger
NOTE: Scorers cannot refer back to 3a when scoring 3b unless student refers them back to 3a. If no answer in 3b but student has written one in 3a, student must tell reader to refer back to 3a to get points for 3b.
Special Case for 3b 4 ptAnswer says to "repeat the same steps done with Acid A in Part 2 but using Acids B & C". Award 4 points overall for 3b. (Give credit only if 2 points earned for Table 1). If student has developed any other experiment that makes sense, give 4 points. 1 ptCompare results for the two acids; note difference in outcomes such as number of drops of acid to get to neutral or a specific color or a specific pH level or note speed of color change or shift in pH level; note which acid is stronger
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PART 4 (4d to 4f are to be scored separately) 4a Line 1 ptAmount of Base X equals 7 or amount noted in 3a or 3b. (What student has written in 3a or 3b takes precedence: if differs from 7 then 7 is not acceptable). 1 ptNumber of drops of Acid B noted in 3a or 3b that made solution neutral (If neutral, yellowish green, not obtained in experiment, OK to interpolate number of drops or use number of drops that get to first acidic color, e.g. yellow or orange. Use first entry on table where change from base to acid occurs).
Line 2 1 ptAmount of Base X equals 7 or amount noted in 3a or 3b. (What student has written in 3a or 3b takes precedence: if differs from 7 then 7 is not acceptable). 1 ptNumber of drops of Acid C noted in 3a or 3b that made solution neutral (If neutral, yellowish green, not obtained in experiment, OK to interpolate number of drops or use number of drops that get to first acidic color, e.g. yellow or orange. Use first entry on table where change from base to acid occurs).
4b 1 ptAcid B (Must get 4h correct to receive points for 4c)
4c 1 ptFewer drops of Acid B to get to neutral or to get to a specific color or to go from 1 color to another; Acid B changes colors more quickly; Acid B worked faster; Acid B got to a stronger acid color.
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VINEGAR RECIPE SCORING RUBRIC PART 1 la 1 pt Orange lb 1 pt Purple
PART 2 Table 1 1 ptColor change in right direction: Blue - Green - Yellow - Orange (No point for interval reversals of color, e.g Yellow to Green, unless correct pH sequence shown: pH takes precedence over color. Hyphenated color reversals are OK, e.g. blue-green is the same as green-blue: May be missing only 1 entry at most to receive a point). 3 color rule if student puts down 3 colors in cne entry of table--if done once ignore if done twice no point for correct color change.
1 pt Change from base to neutral occurs at 5-7 drops of acid (color change to yellowish-green or from green to yellow/orange) 3 color rule: an entry with 3 colors cannot be considered the point where the base changed to neutral.
2a 1 pt Color change in right direction: Purple to Blue to Green to Yellow to Orange to Red; Purple to Red; right to left on color guide; dark to light to dark/ got lighter then darker; base to acid colors; colors go in opposite order on universal color guide. Answers must include a startpoint color and an endpoint. (Not acceptable: Colors became lighter, darker, brighter, bolder, different, light to dark, or dark to light).
1 pt Acidity change: base to acid; high to low pH; right to left on color guide; or solution neutralized and then turned to acid. Answers must include a startpoint (pH or base) and an endpoint (pH or acid). Note on 2a: If startpoint and endpoint are in different measures but are correct (e.g. solution w ant from Purple to Acid) give 1 point overall for 2a..
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2b DO NOT SCORE (the solution may go from yellowish-green to orange with a single drop)
2c 1 pt Colors change faster; get to a specific color faster or with fewer drops; got toneutral faster or with fewer drops; final color would be closer to red; fewer in between colors or skipped colors. (Not acceptable: colors are different, brighter, lighter, darker, more intense, bolder; solutions are stronger or weaker; less colors or fewer colors).
1 pt Solutions would be more acidic; become acidic faster; the base will be neutralized quicker/with fewer drops of acid; solution balanced out quicker; end up with a strong or stronger acid.
PART 3 (The following pertain to Table 2; apply the 3 color rule from Part 2)
A. Acid B 1 pt Color sequence for Acid B goes from Base to Acid: Blue - Green - Yellow - Orange (May be missing only 1 entry at most to receive a point).
1 pt 2, 3 or 4 drops of Acid B makes solution neutral (yellowish-green or change from green to yellow/orange).
B. Acid C 1 pt Color sequence for Acid C goes from Base to Acid: Blue - Green - Yellow - Orange (May be missing only 1 entry at most to receive a point). 1 pt 5, 6 or 7 drops of Acid C makes solution neutral (yellowish-green or change from green to yellow/orange).
C. Comparing Acid B & Acid C 1 pt Color change to neutral occurs more quickly for Acid B
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PART 4 (4d to 4f are to be scored separately) 4a Line 1 1 pt 7 drops of Base X 1 pt Number of drops of Acid B in Table 2 at neutral (If neutral, yellowish green, not obtained in experiment, OK to interpolate number of drops or use number of drops that get to first acidic color, e.g. yellow. Use first entry on table where change from base to acid occurs).
Line 2 1 pt 7 drops of Base X 1 pt Number of drops of Acid C in Table 2 at neutral (If neutral, yellowish green, not obtained in experiment, OK to interpolate number of drops or use number of drops that get to first acidic color, e.g. yellow. Use first entry on table where change from base to acid occurs).
4b 1 pt Acid B (Must get 4b correct to receive points for 4c)
4c 1 pt Fewer drops of Acid B to get to neutral or to get to a specific color or to go from 1 color to another; Acid B changes colors more quickly; Acid B worked faster; Acid B got to a stronger acid color.
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VINEGAR TEXT SCORING RUBRIC
PART 1 la 1 pt Orange lb 1 pt Purple
PART 2 2a 1 pt Color change in right direction: Purple to Blue to Green to Yellow to Orange to Red; Purple to Red; right to left on color guide; dark to light to dark/ got lighter then darker; base to acid colors; colors go in opposite order on universal color guide. Answers must include a startpoint color and an endpoint. (Not acceptable: Colors became lighter, darker, brighter, bolder, different, light to dark, or dark to light). 1 pt Acidity change: base ;o acid; high to low pH; right to left on color guide; or solution neutralized and then turned to acid. Answers must include a startpoint (pH or base) and an endpoint (pH or acid). Note on 2a: If startpoint and endpoint are in different measures but are correct (e.g. solution went from Purple to Acid) give 1 point overall for 2a..
2b 1 pt 5
2c 1 pt Colors change faster; get to a specific color faster or with fewer drops; got to neutral faster or with fewer drops; final color would be closer to red; fewer in between colors or skipped colors. (Not acceptable: colors are different, brighter, lighter, darker, more intense, bolder; solutions are stronger or weaker; less colors or fewer colors). 1 pt Solutions would be more acidic; become acidic faster; the base will be neutralized quicker/with fewer drops of acid; solution balanced out quicker; end up with a strong or stronger acid.
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PART 3 3a 1 pt Acid C
3b 1 pt 9 - 20 drops or 1-12 drops more (must say more) (Must get 3b correct to receive points for 3c)
3c 1 pt It takes more drop(s) to go from orange to red; 9 is orange red and 10 is red; the student bases their answer on a correct proportion. 1 pt It takes more drops using Acid C to get the same outcome; Acid C causes a slower change than Acid B; Acid C is weaker or has higher pH than Acid B
PART 4 (4d to 4f are to be scored separately) 4a Line 1 1 pt 7 drops of Base X 1 pt 2 drops of Acid B
Line 2 pt 7 drops of Base X 1 pt 6 drops of Acid C
4b 1 pt Acid B (Must get 4b correct to receive points for 4c)
4c 1 pt Fewer drops of Acid B to get to neutral or to get to a specific color or to go from 1 color to another; Acid B changes colors more quickly; Acid B worked faster; Acid B got to a stronger acid color.
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VINEGAR 4D, 4E AND 4F SCORING RUBRIC: All VERSIONS
4di 1 pt3 vinegars used (may state 3 vinegars used or say each, every, all vinegars): or 2 vinegars (including the unknown) used. The unknown may be called the mystery vinegar or the third bottle.
4dii These 2 points can be given regardless of validity of experiment 1 ptIndicator used 1 ptBase X used
4diii These 2 points are only given if scorer can infer that the unknown vinegar is used. Inference rule is that student says more than 1 vinegar is being tested but does not indicate that only the 2 known vinegars are being tested. Also, these 2 points can be given (if the above inference met) if the student sets up a reversed experiment using a set amount of the vinegars and monitors drops of Base X added to the vinegars. Substitute vinegar for Base X and Base X for vinegar in the rubric to score this experiment for the following 2 points. 1 ptAmount of Base X held constant in all tests 1 ptThe amount of vinegar added is monitored (Must use Base X to get this point)
4div1 pt A comparison of the results from the different vinegars tested is made. The student must either say: 1. Compare the results of all three vinegars, or 2. Compare the results of the unknown vinegar (may be inferred unknown--see 4diLi with a specific known vinegar (either the 5% or the 6% vinegar). (The comparison must be of the color change to receive this point).
Special Case for 4d (4 points possible): 3 ptThe answers says to follow the same steps as in Part 3 and notes that at least 2 vinegars are used (including the unknown vinegar) in place of Acids A & B.
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(Must get all 5 points on 3a in Recipe or Discovery to get these points. If Text version can get these points by referring to Tony's experiment as long as use of vinegar discussed). 1 pt A comparison of the results from the different vinegars tested is made (see 4div on the comparison).
4e 1 ptBase Z or yellow or the illustration of Base Z is circled. (Give point if 4e left blank but 4f has Base Z).
4f 1 ptYellow is less acidic or weaker than red; Red is more acidic or stronger than yellow. Takes more drops of Acid to make Base Z acidic; it is less acidic after the same number of drops added; harder to make Base Z an acid; less of a color change means a stronger base; Base Z did not weaken as much as Base Y: the higher pH number is a sign that Base Z is stronger: the resulting solution is closer to a base. (Must get a point for 4e to receive this point) 1 ptNumber of drops of the bases and acids held constant for both tests (only need to be said once).
2 0 Rater Name: Rater Answer Form - Vinegar discovery Date: August ,1994 RaterStudent ID Number: ID No. -41 PART1A B TAB1 PART 2 A C 3A (0-5 pt) PART Time: Start 3 3B (0-8 pt) End A PART4 B C -41-41 01 0101 012 012012 012012 012345012345 012345678012345678 0123401234 01 0101 -41 0101 01 012 012 012012 012345 012345678012345678 01234 01 01 -41-41 0101 0101 012012 012012 012 012345 012345678 01234 0101 0101 -41 01 0101 012 012 012012 012345012345 012345678 01234 01 01 -41-41 0101 0101 012 012 012012 012345012345 012345678012345678 0123401234 0101 0101 -41 0101 01 012012 012 012 012345 012345678 0123401239 01 01 2 . 012 012345 012345678 01234 2 182 Stanford Rater Answer Form - Vinegar Recipe Rater Name: Date:August ,1994 Rater ID Number: Time:Start End Student ID No. PART 1 PART 2 PART3 PART 4 A B TABLE 1 A C Acid B Acid C Comp A B C 42 0101012012012 01201201 012340101 42 0101012012012 01201201 012340101
-42 0101 012012012 01201201 012340101 42 0101012012012 01201201 012340101 42 0101012012012 01201201012340101 42 0101012012012 01201201 012340101 42 0101012012012 01201201 012340101
-42 0101012012012 01201201012340101 42 0101012012012 01201201 012340101
-42 0101 012012012 01201201 012340101
-42 0101 012012012 01201201012340101
-42 0101012012012 01201201012340101
42 0101012012012 01201201012340101 42 0101012012012 01201201012340101 42 0101012012012 01201201 012340101 42 0101 012012012 01201201 012340101 42 0101 012012012 01201201012340101
-42 0101012012012 01201201 012340101 42 0101012012012 01201201 012340101 183 Stanford Rater Answer Form - Vinegar Text Rater Name: Date: August ,1994 Rater D3 Number: Time: Start End Student ID No. PART 1 PART 2 PART 3 PART 4 A B A B C A B C A B C -43 0101 01201012 0101012012340101 -43 0101 01201012 0101012012340101 -43 0101 01201012 0101012012340101 -43 0101 01201012 0101012012340101 -43 010101201012 0101012012340101 _ -43 0101 01201012 0101012012340101 -43 0101 01201012 0101012012340101 -43 0101 012010120101012012340101 -43 0101 01201012 0101012012340101 -43 0101 01201012 0101012012340101 -43 0101 01201012 0101012012340101 -43 0101 01201012 0101012012340101 -43 0101 01201012 0101012012340101 -43 0101 01201012 0101012012340101 -43 0101 01201012 0101012012340101 -43 0101 01201012 0101012012340101 -43 0101 01201012 0101012012340101 -43 0101 01201012 0101012012340101 -43 0101 01201012 0101012012340101 184
Rater Answer Fonn - Vinegar Parts 4D, 4E, 4F: All Versions
Rater Name: Date: August 4994 Rater ID Number: Time:Start End Student ID No. PART 4 4d-1 4d-2 (0-5 pt) 4e 4f - 01 012345 01 0123
_ 01 012345 01 0123 01 012345 01 0123 01 012345 01 0123 01 012345 01 0123 01 012345 01 0123 01 012345 01 0123 01 012345 01 0123 - 01 012345 01 0123 - 01 012345 01 0123 - 01 012345 01 0123 01 012345 01 0123 01 012345 01 0123 01 012345 01 0123 01 012345 01 0123 01 012345 01 0123 01 012345 01 0123 01 012345 01 0123 01 012345 01 0123 01 012345 01 0123 01 012345 01 0123 01 012345 01 0123 01 012345 01 0123 01 012345 01 0123 01 012345 01 0123
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9. Acids and BasesAlien
The Acids and Bases shell tasks were designed by the University of California, Santa Barbara, and a team from Stanford University and the Far West Laboratory. The tasks were administered to eighth-grade students in1994.
The shell used for designing the alien task is identical to that for the %, inegar task (see Section 8). The shell describes three versions of the task at different levels of inquiry. "Discovery," in which the student must design and perform Lie experiment. "Recipe," in which the student is guided through the experiment. "Text," in which the student reads about an experiment conducted by another but does not use any apparatus.
Each research group worked independently to develop a task. The alien task developed by the UCSB team requires that students determine which of two solutions is the more acidic by adding each to a given base. Students have to apply the process to a problem involving an alien creature.
A list of the solution concentrations used ,n the tasks follows the task forms.
The components of the alien task will be found on the following pages:
Shell (Tables 8,9) 142 Equipment (Figure 11) 186 Acids and BasesAlien, Task Form D 187 Acids and BasesAlien, Task Form R 194 Acids and BasesAlien, Task FormT 201 Scoring Guides 210 Rater Answer Forms 218 hunif , 0 :,..= c tOitOasti Motitotrm Nostintrow fighoototnet 0 blki,ototAir PopAv ISWIpet ars 401 4ttotov -+XT,T114vM'A.44 tit Figure 11Equipment for Acids qd BasesAlien BEST COPY AVAILABLE n 187
Task page 1 ACHDS AND EASES FOIW D
Name: Teacher: First Last Please Circle:Male Female Date of Birth: / / month day year
INSTRUCTIONS In this activity you will be working by yourself. You can write your answers directly on these pages. If you have a question, please raise your hand and we will come to help you. Please take the materials out of the bag in front of you. Put the m-Iterials on your placemat. Raise your hand if you are missing any of these materials:
MATERIALS
1 bag pH indicator paper strips I dropper bottle Alien Blood 1 pH Color Chart 1 dropper bottle Medicine A 8 plastic measuring cups 1 dropper bottle Medicine B 1 dropper bottle Solution X 1 dropper bottle Medicine C
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Task page 2 All solutions are acids, bases, or neutral. You can use pH paper and a pH Color Chart to test whether a solution is an acid, a base or neutral.
Part 1: 7:2, i+ 7 Jk± h. SaL 151 To practice using the pH paper: Squeeze 6 drops of Solution X into one of the measuring cups. Gently swirl the cup. Take one strip of pH paper out of the bag, and dip it into Solution X. Remove the strip from the cup and quickly observe the color of the pH paper. Be sure to look at the color right away, because itwill change quickly. The first color shows the correct pH. la. What is the color of the pH paper right after you dipped it into Solution X?
lb. What number on the pH Color Chart goes with this color? lc. Look at the chart below. Is Solution X an acid, a base, or neutral?
Revelts
1 3 5 9 11 Rust/ Golden- GyeemisTr, Dark Pink Brown Orange yell r ow Green Blue
I ACIDS NEUTRAL BALES
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Task page 3 Part 2: ?FE :1:-E-YDELEIC You are an expert in blood chemistry. The blood of an alien creature is brought to your laboratory for analysis. The alien has a severe headache and ahigh temperature. The doctors say the alien has a sickness called acidosis-basicosis. This condition is caused by the blood being either too acidic (low pH) or too basic (high pH). The normal pH for alien blood is 7.0. The alien will die if its blood stays away from 7.0 for more than a few hours. To fmd out what is wrong with the alien, test the pH of its blood to see if it is too acidic or too basic. Squeeze 6 drops of the alien's blood into a new measuring cup. Test the pH of the alien's blood using a new strip of pH paper and the Color Chart. 2a. What was the color of the pH paper right after you took it out of the alien's blood? 2b. What number on the pH Color Chart goes with this color? 2c. The alien is suffering from acidosis/basicosis because its blood is (circle the right choice): A) Too acidic B) Too basic C) Too neutral
Part 3: 7: TEiG TH-E, 37ET The alien's spaceship has a first aid kit with three medicines. One or more of these mndicines can cure acidosis-basicosis when it is added to the alien's blood. Your job is to figure out which medicine (A, B, or C) will save the alien's life by bringing the pH of its blood back to normal. You should use the materials in front of you to conduct whatever experiments you think are needed to find out which medicine is best. Remember, always swirl a solution before you test it, and always use a new piece of pH paper for each test.
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Task page 4 3a. Record the results of your experiment in the table below as you work.
SOLUTION TESTED RESULTS
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Task page 5 3b. Write down and number the steps you followed as you conducted your experiment. Be specific, so another student in your class could conduct the experiment exactly as you did. For example, if you mixed solutions together, tell how much of each solution you used.
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Task page 6
Part 4: DRAWING CONCLUSIIONS Use the results of your experiment to answer the following questions: 4a. Which is the best medicine (A, B or C) for the alien? 4b. Why is this medicine better than the other medicines? (You may use a table, graph, or picture to help explain your answer).
4c. How can a basic solution be turned into a neutral solution?
4d. How can an acidic solution be turned into a neutral solution?
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Task page 7
Part 5: USING WHAT YOU LEARNED
The people of Spring City were concerned because the fish in their pond were dying. They hired an environmental scientist who measured the pond's pH and found that it was too acidic. Pond fish need neutral water to survive. The people followed the specialist's advice and added Pro-Base, (a strong base) to the pond. After two days, the fish stopped dying. The people kept adding Pro-Base to the water and after three more days, the fish started dying again. In fact, the more Pro-Base they added, the more fish died.
5a. Why did ProBase work at first, but not continue to work?
5b. What should the people in Spring City do now to save the fish in their pond? (Circle the best choice). A) Add no more chemicals B) Add an acidic substance C) Add a neutral substance D) Add more Pro-Base
5c. Why did you choose this answer?
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Task page 1
ACHDS AND _199))ASES-FORM R
Name: Teacher: First Last
Please Circle:Male Female Date of Birth: / / monthdayyear
INSTRUCTIONS In this activity you will be working by yourself. You can write your answers directly on these pages. If you have a question, please raise your hand and we will come to help you. Please take the materials out of the bag in front of you. Put the materials on your placemat. Raise your hand if you are missing any of these materials:
MATERIALS
1 bag pH indicator paper strips 1 dropper bottle Alien Blood 1 pH Color Chart 1 dropper bottle Medicine A 8 plastic measuring cups 1 dropper bottle Medicine B 1 dropper bottle Solution X 1 dropper bottle Medicine C
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Task page 2 All solutions are acids, bases, or neutral. You can use pH paper and a pH Color Chart to test whether a solution is an acid, a base or neutral.
Part 1: READING THE pIE SCALE To practice using the pH paper: Squeeze 6 drops of Solution X into one of the measuring cups. Gently swirl the cup. Take one strip of pH paper out of the bag, and dip it into Solution X. Remove the strip from the cup and quickly observe the color of the pH paper. Be sure to look at the color right away, because it will change quickly. The first color shows the correct pH. la. What is the color of the pH paper right after you dipped it into Solution X?
lb. What number on the pH Color Chart goes with this color? lc. Look at the chart below. Is Solution X an acid, a base, or neutral?
pH Revel ls
5 7 9 11 Rust/ Golden-Greenish-Dark Pink Brown Orangeyenow Green Blue
1 1
1 I ACIDS NEUTRAL BASES
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Task page 3
Part 2: THE PROLEM You are an expert in blood chemistry. The blood of an alien creature is brought to your laboratory for analysis. The alien has a severe headache and a high temperature. The doctors say the alien has a sickness called acidosis-basicosis. This condition is caused by the blood being either too acidic (low pH) or too basic (high pH). The normal pH for alien blood is 7.0. The alien will die if its blood stays away from 7.0 for more than a few hours. To find out what is wrong with the alien, test the pH of its blood to see if it is too acidic or too basic. Squeeze 6 drops of the alien's blood into a new measuring cup. Test the pH of the alien's blood using a new strip of pH paper and the Color Chart. 2a. What was the color of the pH paper right after you took it out of the alien's blood? 2b. What number on the pH Color Chart goes with this color? 2c. The alien is suffering from acidosis/basicosis because its blood is (circle the right choice): A) Too acidic B) Too basic C) Too neutral
Part 3 - FINDING THE BEST MEDICINE The alien's spaceship has a first aid kit with three medicines. One or more of these medicines can cure acidosis-basicosis when it is added to the alien's blood. Your job is to use the material in front of you to figure out which medicine (A, B, or C) will save the alien's life by bringing the pH of its blood back to normal.
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Task page 4 You will do this in two stages. In Stage I, you will test the pH of each medicine. In Stage II, you will test what happens when you combine the alien's blood with each medicine. Follow the steps below and record the results of your experiment in the table on the opposite page as you work. Stage ITesting the Medicines 1. To test Medicine A:
Squeeze 3 drops of Dip a new piece of pH paper Quickly match the color of Medicine A into a into the solution. the pH paper with the Color clean cup. Chart. 2. Record your results in Table 1, making sure that you describe both the color of the pH paper and its pH number. 3. Repeat Steps 1 and 2 for Medicine B with a new cup and new pH strip. 4. Repeat Steps 1 and 2 for Medicine C with a new cup and new pH strip. Stage II - Testing Mixtures 5. Fill a new cup up to the 5ml level with alien blood. 6. Add 3 drops of Medicine A to the cup, gently swirl the cup, dip a new piece of pH paper into the solution, and quickly match the color on the pH paper with the Color Chart. 7. Record the color of the pH paper and the pH number in Table 1. 8. Add 3 more drops of Medicine A to the cup, gently swirl the cup, dip r new piece of pH paper into the solution, and quickly match the color on the pH paper with the Color Chart. 9. Record the color of the pH paper and the pH number in Table 1. 10. Repeat steps 5-9 using Medicine B. 11. Repeat steps 5-9 using Medicine C. GO TO NEXT PAGE 198
Task page 5 Table 1 Solution Tested Color pH Number 3 drops Medicine A
3 drops Medicine B
3 drops Medicine C
5ml blood + 3 drops Medicine A
5m1 blood + 6 drops Medicine A
5m1 blood + 3 drops Medicine B
5m1 blood + 6 drops Medicine B
5m1 blood + 3 drops Medicine C
5ml blood + 6 drops Medicine C
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Task page 6 Part 4: DRAWING CONCLUSIONS Use the results of your experiment to answer the following questions: 4a. Which is the best medicine (A, B or C) for the alien? 4b. Why is this medicine better than the other medicines? (You may use a table, graph, or picture to help explain your answer).
4c. How can a basic solution be turned into a neutral solution?
4d. How can an acidic solution be turned into a neutral solution?
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Task page 7 Part 5: USING WHAT YOU LEARNED
The people of Spring City were concerned because the fish in their pond were dying. They hired an environmental scientist who measured the pond's pH and found that it was too acidic. Pond fish need neutral water to survive. The people followed the specialist's advice and added Pro-Base, (a strong base) to the pond. After two days, the fish stopped dying. The people kept adding Pro-Base to the w Ater and after three more days, the fish starteddying again. In fact, the more Pro-Base they added, the more fish died.
5a. Why did Pro Base work at first, but not continue to work?
5b. What should the people in Spring City do now to save the fish in their pond? (Circle the best choice). A) Add no more chemicals B) Add an acidic substance C) Add a neutral substance D) Add more Pro-Base 5c. Why did you choose this answer?
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Task page 1
ACHDS AND 3AS3S-FORM T
Name: Teacher: First Last
Please Circle:MaleFemale Date of Birth: / / month day year
INSTRUCTIONS In this activity you will be working by yourself. You can write your answers directly on these pages. If you have a question, please raise your hand and we will come to help you.
Part 1: READING THE pH SCALE All solutions are acids, bases or neutrals. Chemists use pH paper and a pH Color Chart to test whether a solution is an acid, base or neutral. Anna is a chemist. Here are the materials she used to do some experiments.
pH pH Measuring Strips Chart Cups
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d 202
Task page 2 In her first experiment, Anna tested Solution X: She put 6 drops of Solution X into one of the measuring cups.
She dipped a strip of pH paper into the cup.
She removed the pH strip from the cup and observed that it had turned orange. She looked at the pH Color Chart below to find the pH number that goes with orange.
p7ci levels
1 3 5 7 9 11 Red Pink OrangeYe How Green Blue
I ACIDS NEUTRAL BASES
la. What is the pH number of Solution X? lb. Is Solution X an acid, a base, or neutral?
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Task page 3
Part 2: TIM PROItLEM Anna is an expert i) blood chemistry. The blood of an alien creature is brought to her laboratory for analysis. The alien has a severe headache and a high temperature. The doctors say the alien has a sickness called acidosis-basicosis. This condition is caused by the blood being either too acidic (low pH) or too basic (high pH). The normal pH for alien blood is 7.0. The alien will die if its blood stays away from 7.0 for more than a few hours. To find out what is wrong with the alien, Anna tests the pH of the alien's blood to see if it is too acidic or too basic. She puts 6 drops of the alien's blood into a measuring cup. She dips a strip of pH paper into the cup. The pH paper turns Green. 2a. What is the pH number for Green on the pH Color Chart? 2b. This result means the alien is suffering from acidosis/basicosis because its blood is (circle the right choice): A) Too acidic B) Too basic C) Too neutral
Part 3: FINDING THEIMEST DIEDIcaTE The alien's spaceship has a first aid kit with three medicines. One or more of these medicines can cure acidosis-basicosis when it is added to the alien's blood. Anna's job is to figure out which medicine (A, B, or C) will save the alien's life by bringing the pH of its blood back to normal. She does this by conducting an experiment in two stages. First, she tests the pH of each medicine. She then tests what happens when she combines the alien's blood with each medicine.
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Task page 4 1. To test Medicine A:
Anna puts 3 drops of She dips a new piece of pH She compares the color Medicine A in a clean paper into the solution. of the pH paper to the cup. Color Chart. 2. Because the strip turned Blue, Anna writes Blue and the pH number 11 in Table 1. 3. She tested Medicine B the same way and found that it turned the pH strip Yellow. What pH number goes with Medicine B? Put this number in the right place on Table 1. 4. She tested Medicine C the same way and found that it turned the pH strip Red. What pH number goes with Medicine C? Put this number in the right place on Table 1. 5. Anna now begins to test the pH of the alien's blood when she mixes it with a medicine.
She puts 5m1 of She adds 3 drops She dips a new She compares the alien blood in a of Medicine A. piece of pH paper color of the pH paper new cup. into the solution. to the Color Chart.
6. Because the strip turns Green, Anna writes Green in Table 1. What pH number goes with Green? Put this number in Table 1.
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Task page 5 7. Anna adds 3 more drops of Medicine A to the cup and dips a new piece of pH paper into it. The pH paper turns Green again. 8. Anna repeats steps 5-7 with Medicine B. 9. Anna repeats steps 5-7 with Medicine C. 10. Table 1 shows the color of the pH paper for each of Anna's tests. Your job is to finish the table by recording the pH number for each color. TABLE 1
Solution Tested Color pH Number
3 drops Medicine A Blue 11
3 drops Medicine B Yellow ,
3 drops Medicine C Red .
5ml blood + 3 drops Medicine A Blue
5m1 blood + 6 drops Medicine A Blue ..... 5m1 blood + 3 drops Medicine B Green
5ml blood + 6 drops Medicine B Green
5m1 blood + 3 drops Medicine C Yellow
5m1 blood + 6 drops Medicine C Orange
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Task page 6
Part 4: DRAWING CONCLUSIONS Use the results of Table 1 to answer the following questions: 4a. Which is the best medicine (A, B or C) for the alien? 4b. Why is this medicine better than the other medicines? (You may use a table, graph, or picture to help explain your answer).
4c. How can a basic solution be turned into a neutral solution?
4d. How can an acidic solution be turned into a neutral solution?
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Task page 7 Part 5: USING WHAT YOU LEARNED The people of Spring City were concerned because the fish in their pond were dying. They hired an environmental scientist who measured the pond's pH and found that it was too acidic. Pond fish need neutral water to survive. The people followed the specialist's advice and added Pro-Base, (a strong base) to the pond. After two days, the fish stopped dying. The people kept adding Pro-Base to the water and after three more days, the fish started dying again. In fact, the more Pro-Base they added, the more fish died.
5a. Why did Pro Base work at first